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Problems with racism in literature
Thematic concerns in Langston Hughes' poetry
Case studies that describe instances of age discrimination
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Recommended: Problems with racism in literature
Age Comes, As Does Society
“I have a dream that my four children will one day live in a nation where they will not be judged by the color of their skin, but by the content of their character” (Martin Luther King Jr., “I had a dream speech”). Racism, a strong weapon used against equality. Langston Hughes portrayed his view of societal racism in poetry and songs. Quite a strong soldier in the war against prejudice, his train of thought was precisely what society needs, yet fears. Racism should be distinguished, but is as strong as ever. The end of its reign would enhance the ability of minorities in terms of jobs, societal acceptance, and life in general. Langston Hughes communicates his theme of racism and overcoming it through his use of Symbolism, Tone, and Anthropomorphism.
Langston Hughes is very subtle in his poetry when referring to racism. he is breaking through though, the barrier racism has set up. In his poem, he claims that he must “break through the wall” (As I Grew Older, line 22). This “wall” can be seen as racism. The symbolism shows that he (Hughes) wants to literally break through the wall he seems to believe is holding him back from reaching his true potential. The wall is racism! He must therefore destroy this wall, which can be seen as a divide, to bring all the prejudice and hate to a halt. Although there is this metaphorical “wall”, there is also the fact that Hughes says he breaks the wall, implying that he has overcome societies view on what they (society) believes to be correct, when it comes to skin color anyways. He is overcome with the strength to break through all of the twisted, warped views set by society, and to reach his full potential by destroying the “walls” foundations.
Throughout “As I ...
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...ety break through the “wall” of racism. He dismantles what society believes to be okay and shows that he can accomplish what he has always strived for. To be equal.
Langston Hughes approaches racism with loud desires being shouted out to end it, but has a brilliant way of showing it a lot more civil-like through his poetry. Through the use of Symbolism, Tone, and Anthropomorphism, we can see how Hughes places his words and writes them to show his true feelings. Overcoming it and enhancing the life of those who are colored, his goal is strived for by every minority. Langston Hughes is incredibly skilled in portraying racism through symbols like “walls” and tone by keeping many parts monotone but shouting three stanzas later. His use of these literary devices help to understand his goal. Establishing equality which is key when it comes to having a unified society.
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
Like most, the stories we hear as children leave lasting impacts in our heads and stay with us for lifetimes. Hughes was greatly influenced by the stories told by his grandmother as they instilled a sense of racial pride that would become a recurring theme in his works as well as become a staple in the Harlem Renaissance movement. During Hughes’ prominence in the 20’s, America was as prejudiced as ever and the African-American sense of pride and identity throughout the U.S. was at an all time low. Hughes took note of this and made it a common theme to put “the everyday black man” in most of his stories as well as using traditional “negro dialect” to better represent his African-American brethren. Also, at this time Hughes had major disagreements with members of the black middle class, such as W.E.B. DuBois for trying to assimilate and promote more european values and culture, whereas Hughes believed in holding fast to the traditions of the African-American people and avoid having their heritage be whitewashed by black intellectuals.
“Poetry is the rhythmical creation of beauty in words.” –Edgar Allan Poe. Poetry is one of the world’s greatest wonders. It is a way to tell a story, raise awareness of a social or political issue, an expression of emotions, an outlet, and last but not least it is an art. Famous poet Langston Hughes uses his poetry as a musical art form to raise awareness of social injustices towards African-Americans during the time of the Harlem Renaissance. Although many poets share similarities with one another, Hughes creatively crafted his poetry in a way that was only unique to him during the 1920’s. He implemented different techniques and styles in his poetry that not only helped him excel during the 1920’s, but has also kept him relative in modern times. Famous poems of his such as a “Dream Deferred,” and “I, Too, Sing America” are still being studied and discussed today. Due to the cultural and historical events occurring during the 1920’s Langston Hughes was able to implement unique writing characteristics such as such as irregular use of form, cultural and historical referenced themes and musical influences such as Jazz and the blues that is demonstrative of his writing style. Langston Hughes use of distinct characteristics such as irregular use of form, cultural and historical referenced themes and musical influences such as Jazz and the blues helped highlight the plights of African-Americans during the Harlem Renaissance Era.
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.
Hughes thinks that everyone has rights to be them self and everyone has their own beauty. People can be what ever they want they can be black artist if they want or they can white artist if they want, the only thing he wanted to tell people was that be proud of who you are, don’t try to be someone else who you are not. Langston Hughes gives an example where a young poet says “ I want to be a poet – not a Negro poet” Hughes thinks that the young kid wants to be white. Form my point of view the young poet said he wants to be poet but not Negro because in during 1920’s white people were like superior and they have higher chances to become well known person. So when the young poet said
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.
Langston Hughes’ “Theme for English B” is a rhetorical poem in which Hughes asks the question about his social and racial status in society. Growing up through the First World War and took part in the Civil Rights Era, Hughes experienced racial tensions while going to school at Columbia University in a time when higher education was still for the affluent and dominantly white. His poem is a reflection of his reaction from a teachers’ writing prompt which influenced him to write on his racial and social tensions which is enhanced by his structure, rhetorical questions, and his use of first person. The speaker in this poem is Hughes himself, who is responding to a teacher’s prompt in which it says to express himself freely.
...nly country to force the race into slavery, they were just the last to free the slaves, and also had the worst treatment for the blacks. For years races were discriminated in the country of America, and it still this way today. Poets such as Langston Hughes, Lucille Clifton, and Colleen McElroy were evolutionary poets who wrote about their desire for freedom and equal treatment. Langston Hughes poems were more about the building up of the tension that existed in all of his people who were ready to start fighting for their freedom. Colleen McElroy wrote about how the blacks in America still were apart of there past because of the color of their skin and simply just because of where they were from. Lucille Clifton wrote about the desire for the recognition her race and all of the other races of America, besides the Whites, would finally be appreciated for their work.
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
In conclusion Langston Hughes is just like every other human being. The time period forces him to known as colored, instead of being known for his work. Langston Hughes faces the obstacles of racial limitations, stereotypes and being the only young black male in his class, and chooses to overcome his reality, he chooses to overcome his
Langston Hughes was a large influence on the African-American population of America. Some of the ways he did this was how his poetry influenced Martin Luther King Jr. and the Harlem Renaissance. These caused the civil rights movement that resulted in African-Americans getting the rights that they deserved in the United States. Hughes was born in 1902 in Joplin, Missouri. His parents divorced when he was young and his grandmother raised him. She got him into literature and education; she was one of the most important influences on him. He moved around a lot when he was young, due to his parents divorce, but remained a good student and graduated high school. After this he traveled the world and worked in different places, all the things he saw in his travels influenced him. In 1924 he settled down in Harlem where he became one of the important figures in the Harlem Renaissance. He enjoyed listening to blues and jazz in clubs while he wrote his poetry. The music that he enjoyed greatly influenced the style and rhythm of his poetry. The poem “Dream Variations” by Hughes is about an average African-American who dreams of a world where African-Americans are not looked at or treated differently and they can rest peacefully. Yet in real life this was not so, black people and white people were not equal. And the world was not as forgiving and nice as in their dream. This poem is a good example of Hughes writing because it is typical of three things. The first is the common theme of the average life of an African-American and their struggles. Secondly, the style of his writing which is based on the rhythm of jazz and blues- he uses a lot of imagery and similes. Lastly, his influences which are his lonely childhood and growing up as an Afric...
Langston Hughes was probably the most well-known literary force during the Harlem Renaissance. He was one of the first known black artists to stress a need for his contemporaries to embrace the black jazz culture of the 1920s, as well as the cultural roots in Africa and not-so-distant memory of enslavement in the United States. In formal aspects, Hughes was innovative in that other writers of the Harlem Renaissance stuck with existing literary conventions, while Hughes wrote several poems and stories inspired by the improvised, oral traditions of black culture (Baym, 2221). Proud of his cultural identity, but saddened and angry about racial injustice, the content of much of Hughes’ work is filled with conflict between simply doing as one is told as a black member of society and standing up for injustice and being proud of one’s identity. This relates to a common theme in many of Hughes’ poems: that dignity is something that has to be fought for by those who are held back by segregation, poverty, and racial bigotry.
Langston Hughes is a key figure in the vision of the American dream. In his writings, his African-American perspective gives an accurate vision of what the American dream means to a less fortunate minority. His poetry is very loud and emotional in conveying his idea of the African-American dream. Most of his poetry either states how the black man is being suppressed or is a wish, a plea for equality. He does not want the black man to be better than everyone else, but just to be treated equally.
The speech addresses the issues of racism as a barrier in culture, which is supposed to bring equality and inclusion to everyone. In the poem “The Theme for English B” by Langston Hughes, the author discusses the influence of dominant culture on a colored person in a school. Race is an aspect of dominant culture, and the color of your skin is a barrier between dominant culture and lesser cultures, and it can be overcome by the use of education. Race is an aspect of dominant culture, as it is a prejudgment of people’s classes and social standards by the assessment of their skin color. In “The Theme for English B” the author of the poem talks about dominant culture in a school setting from a colored student’s point of view.
Langston Hughes was deemed the "Poet Laureate of the Negro Race," a fitting title which the man who fueled the Harlem Renaissance deserved. But what if looking at Hughes within the narrow confines of the perspective that he was a "black poet" does not fully give him credit or fully explain his works? What if one actually stereotypes Hughes and his works by these over-general definitions that cause readers to look at his poetry expecting to see "blackness?" Any person's unique experiences in life and the sense of personal identity this forms most definitely affects the way he or she views the world. This molded view of the world can, in turn, be communicated by the person through artistic expression. Taking this logic into account, to more fully comprehend the message and force of Hughes' poetry one must look, not just to his work, but also at the experiences in his life that constructed his ideas about society and his own identity. In looking at Hughes' biography, one studies his struggle to form a self-identity that reflected both his African American and mainstream white cultural influence; consequently, this mixing of black and white identity that occurred throughout Hughes' life is reflected in his poem "The Weary Blues."