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Masculinity is explored by
Masculinity is explored by
Masculinity is explored by
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Southern Masculinities in Faulkner’s The Unvanquished and Barn Burning
The youthful protagonists of The Unvanquished and "Barn Burning," Bayard Sartoris and Sarty Snopes respectively, offer through their experiences and, most importantly, the way their stories are told, telling insights about the constructions of southern masculinities with respect to class. The relative innocence that each of the boys has in common, though ultimately loses, provides a record of sorts to the formation of the impressions that shape their young lives and their early conceptions of what it means to be a man. Through narrative artifice, Faulkner is able to make observations, apt but at times scathing, about these constructions of southern masculinity as envisioned by both aristocratic and lower whites.
Bayard obviously recounts the proceedings of The Unvanquished from an indefinite future. Faulkner's choice to intersperse the first person narration and the boyish dialogue of the participants with mature, pensive commentary betrays the identity of the narrator, but what one may misconstrue as a simplistic strategy instead belies the keen edge that Faulkner inserts with such reflections. By comparison, the narrative tactics of "Barn Burning" offer a more complex relationship between the past events of the story and futurity. A third person, limited omniscient narrator constricts the reader's attention to Sarty's own thoughts, however not only in the present of the story but also in a future in which the protagonist has reached maturity. Faulkner's voice and opinions are not withheld but instead subtly manipulate the reader through a choice of words that provides a sharp dichotomy between Sarty's level of awareness and that of the narrator. These...
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...iolence has limited McCaslin's faculties to reason just as Abner in "Barn Burning" fails to see the value in Sarty's suggestion to subvert de Spain's penalty on his crops in his determination for overt revenge.
The dichotomy between the aristocratic and poor white constructions of southern masculinity defined by assertion and accomplishment create a vicious cycle. The poor, blinded by the limitations of an ideological dependence of violence as an indication of manhood, remains stagnant while the aristocrats, masculinity virtually won already by birthright, take advantage of the enormous resources already at their fingertips to accomplish deeds and forge reputations that encompass more than just violence. What results is a sense of inertia that might only be shattered by the destruction of aristocratic southern power through the Civil War and Reconstruction.
As an unabridged version of his other book, Eric Foner sets out to accomplish four main goals in A Short History of Reconstruction. These points enable the author to provide a smaller, but not neglectful, account of the United States during Reconstruction. By exploring the essence of the black experience, examining the ways in which Southern society evolved, the development of racial attitudes and race relations, and the complexities of race and class in the postwar South, as well as the emergence during the Civil War and Reconstruction of a national state possessing vastly expanded authority and a new set of purposes, Foner creates a narrative that encompasses some of the major issues during Reconstruction. Additionally, the author provides
The book then shows different ways of how manhood has always played a part in black freedom struggles. Estes starts to explore the participation of black men in World War II, and where the beginning of the civil rights movement began. The World War II used a language of masculinity to increase different ranks of the military, “the notion that are men are more powerful than women, that they should have control over their own lives and the authority over others” (page 7). They were posters that said, “Man the guns”, or “What did you do during the war daddy?” these posters were used to say that man is a protector of the home. World War II also started man power shortages which opened up new advantages for women and minorities, there was less white men. Estes sees this challenge as a white man supremacy, which surfaced around the 1950’s and...
Imagine a historian, author of an award-winning dissertation and several books. He is an experienced lecturer and respected scholar; he is at the forefront of his field. His research methodology sets the bar for other academicians. He is so highly esteemed, in fact, that an article he has prepared is to be presented to and discussed by the United States’ oldest and largest society of professional historians. These are precisely the circumstances in which Ulrich B. Phillips wrote his 1928 essay, “The Central Theme of Southern History.” In this treatise he set forth a thesis which on its face is not revolutionary: that the cause behind which the South stood unified was not slavery, as such, but white supremacy. Over the course of fourteen elegantly written pages, Phillips advances his thesis with evidence from a variety of primary sources gleaned from his years of research. All of his reasoning and experience add weight to his distillation of Southern history into this one fairly simple idea, an idea so deceptively simple that it invites further study.
A veteran’s letter proved the surprising fact that the “Lost Cause” did not honor all ex-Confederates equally, and the differing treatment of veterans based on social status and titles proved that a major limit of the “Lost Cause” was that even the movement, which sought to glorify the South, was biased in favor of the upper class. This fact leads one to the conclusion that the “Lost Cause” was probably led by the upper class and was intended to restore the family honor of relatives of prominent officers. Andrews’ textbook proved that white supremacy was an important element of the “Lost Cause’s” ideology. The fact that the UDC approved the textbook also demonstrated how influential the UDC was on education, and the fact that this textbook was written from the perspective of a white man also proved that the “Lost Cause” wanted to teach children racist ideas in order to continue the belief in white supremacy. This makes one question whether or not the “Lost Cause” was worried that abolition and Reconstruction would teach children that white supremacy was wrong, and thereby end the “Southern way of life”. Taylor’s writing proved that racial violence was an important issue in the South that white Southerners were not concerned with
It has defined “manhood” in terms of it’s own interest and “femininity” likewise” (Beale, 146). Because gender roles in American society are so skewed it is viewed with negative connotation if the women is “dominant” in a relationship. Men should, in the eyes of society, be more powerful than the woman. Moynihan connects the lack of dominance in the black male with economic and educational downfall.
It is interesting that the authors are both females, and choose to write on a topics concerning manhood. However, I am sure this research spiked their attention from observing their children, husband, and those around them. Both give significant amount of examples that black men were wrongly treated and negatively denoted in the south. Chapter 7, The Politics of Black Land Tenure 1877-1915, talks about the evolution of black agriculture in the southern states Georgia, Alabama, and Mississippi. The chapter also mentions the positive of this movement as well as the illegal hanging of black people. This shows how the south after the Civil War began their new acts of racism. This is one of the first books that focus on historic issues concerning black men’s masculinities in many aspects. Hine and Jenkins uses the Civil War through the 19th century time period to focus on black men’s lives in their occupations, families, sports, military, leadership, and their image in society. The authors use history journals and academic periodicals to provide pertinent information to their readers. All of there information is substantial and very creditable because of their careful construction of questioning
William Faulkner elected to write “Barn Burning” from his young character Sarty’s perspective because his sense of morality and decency would present a more plausible conflict in this story. Abner Snopes inability to feel the level of remorse needed to generate a truly moral predicament in this story, sheds light on Sarty’s efforts to overcome the constant “pull of blood”(277) that forces him to remain loyal to his father. As a result, this reveals the hidden contempt and fear Sarty has developed over the years because of Abner’s behavior. Sarty’s struggle to maintain an understanding of morality while clinging to the fading idolization of a father he fears, sets the tone for a chain of events that results in his liberation from Abner’s destructive defiance-but at a costly price.
The development of European colonies in the Americas drastically and permanently changed not only the environment of the New World, but also those of multiple countries around the globe. Many species of plants, animals, diseases, and races of people were dispersed throughout North and South America. Important Native American crops such as the potato and corn were brought back to the Old World of Europe and significantly changed diets and lifestyles there. This widespread exchange of plants and animals is referred to as the Columbian Exchange, after Christopher Columbus, whose historical voyage arguably started the movement.
In “Barn Burning” the setting is a time when people drove horse wagons and the workingmen were generally farmers. The major character in this story is Colonel Sartoris Snopes, called “Sarty” by his family who is a ten-year-old boy. In the beginning, Sarty is portrayed as a confused and frightened young boy. He is in despair over the burden of doing the right thing or sticking by his family, as his father states,” You got to learn to stick to your own blood or you ain’t going to have any blood to stick to you.”
Christopher, J. Political Culture and Secession in Mississippi: Masculinity, Honor, and the Antiparty Tradition, 1830–1860. New York: Oxford University Press, 2002.
The initiative recognized that nurses have the opportunity to change health care, as we know it, and transform it to meet the needs of the ACA. The barriers that were identified include “outdated policies, regulations and cultural barriers” (IOM, 2011, p. 85). While increasing the scope of practice for APRNs was a large part of this key message, cultural diversity, gender diversity, and the aging workforce were also highlighted.
“Red is a positive color in Denmark, but represents witchcraft and death in many African countries,” (Understand and heed, 1991, p.1). Simple understandings, such as this one, can make the difference in a business’ success or failure in a foreign country. Various countries have different customs and beliefs that need to be accustomed to when business are to be successful. American businesses especially have difficulties with this concept. “At times in the past, Americans have not had a good track record of being sensitive to cultural distinctions,” (Understand and heed, 1991, p.3). Perhaps this is because America is made up of so many different cultures that American people have become so used to easily adjusting to each other’s differences that they forget that other cultures are not as flexible. Today, more American’s are becoming more sensitive to the differences of other cultures. This sensitivity and understanding has come with a price, after a long string of business failures. It is not until a business fails miserably in another country that they see the adjustments that should have been made in order for their success to be a possibility. With an understanding and sensitivity to the customs and beliefs of other cultures, it is possible for successful businesses that have originated in western cultures to also be successful in foreign countries as well.
There are those who support corporal punishment in schools and those who do not. The disparity in thought on the matter is reflected in the fact that 19 states allow the corporal punishment in schools and the remaining 29 banning the practice (Nies). No Federal ban on the practice exists and the Supreme Court has upheld the right of individual states to such decisions (Morones). Those who support its use, believe it to be effective. As writer Adam Cohen points out, there is a long held notion from the bible of “spare the rod and spoil the child”, amongst corporal punishment advocates (Cohen).
Imagine seeing a student panicking about simply forgetting a pencil in her locker. She nervously walks up to the teacher with her head down and politely asks if she could go back and get it. The teacher grabs her arm. He brings her up to the front of the classroom, grabs his paddle off his desk, and smacks her hardly with the paddle, several times in front of the class. They all laugh and stare at her in a mean way. She was humiliated and later teased. Hopefully no parents would want their children to go through this. Corporal punishment in schools is wrong because students could be emotionally, physically, and mentally harmed, it creates an unsafe learning environment for children, and many students suffer from humiliation and bullying.
Whether corporal punishment should be allowed in schools has been long disputed. Advocates reason corporal punishment is necessary to produce well-behaved children (Hicks-Pass 71.) Although these supporters of corporal punishment in schools argue it is a normal, necessary part of child education and a successful way to enforce appropriate behavior, it should not be permitted due to the great potential of long-lasting, harmful effects on students such as damaging their self-esteem and causing the belief that violence is acceptable and as there are alternative disciplinary actions that are far more effective such as providing direction and teaching personal responsibility in ways that are meaningful and logical.