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Racism of african americans
Gwendolyn brooks poems analysis
Racism towards african americans
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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 discuses 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.
Brooks’ uses the symbol of death many times in her work. According to author Harry B. Shaw, the sheer frequency with which death appears in Miss Brooks’ poetry indicates its importance in her thinking (Shaw 48).
In one of Brooks’ first poems “The Mother”, Brooks discuses the heartache and the pain of a mother who has had numerous abortions and now feels remorse for what she has done. She speaks of how the child is created and growing in the womb of the mother, but how the child’s life is ended before the child could ever become someone successful. The mother never gets a chance to watch her child grow or to discipline their child for being disobedient or ever get to comfort the child when the child is sad. Towards the end of the poem, the mother apologizes to the child because the child will never have a chance to grow and experience life on their own. Though the mother has killed her child, she states that she still loves her unborn child for the rest of her life.
In the biography of her life, author Harry B. Shaw also discusses the poem “The Mo...
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...les of women, in particular African American women, within the public and private realms. Through the course of the novel, Maud Martha fights a war against sexism, classism, and racism to establish her identity. Winning this war is of paramount importance and of epic heroic dimensions because at stake for Maud Martha, as representative woman, are home and family, as well as autonomy, creativity, and self expression (Frazier 134).
Gwendolyn Brooks’ work is still admired by many people today. The way she presents her poetry and the way she describes the life of African Americans in her work is what many people would call interesting. She presents the lifestyle of African Americans in way that we can all relate to and understand. Gwendolyn Brooks’ passed away December 3, 2000. Though Brooks is gone, her work will always be cherished and never will it be forgotten.
The black women’s interaction with her oppressive environment during Revolutionary period or the antebellum America was the only way of her survival. Playing her role, and being part of her community that is not always pleasant takes a lot of courage, and optimism for better tomorrow. The autonomy of a slave women still existed even if most of her natural rights were taken. As opposed to her counterparts
...lyn was diagnosed with terminal cancer. One week Later on December 3, she died. Gwendolyn died at age eighty-three (Gwendolyn Brooks: Poet from Chicago 34).
Mason, Jr., Julian D. The Poems of Phillis Wheatley. Chapel Hill: The University of North Carolina Press, 1989.
Gwendolyn Brooks' poem "The mother" tells us about a mother who had many abortions. The speaker is addressing her children in explain to them why child could not have them. The internal conflict reveals that she regret killing her children or "small pups with a little or with no hair." The speaker tells what she will never do with her children that she killed. She will "never neglect", "beat", "silence", "buy with sweet", " scuffle off ghosts that come", "controlling your luscious sigh/ return for a snack", never hear them "giggled", "planned", and "cried." She also wishes she could see their "marriage", "aches", "stilted", play "games", and "deaths." She regrets even not giving them a "name" and "breaths." The mother knows that her decision will not let her forget by using the phrase "Abortions will not let you forget." The external conflict lets us know that she did not acted alone in her decision making. She mentions "believe that even in my deliberateness I was not deliberate" and "whine that the crime was other than mine." The speaker is saying that her decision to have an abortion was not final yet but someone forced her into having it anyway. The external conflict is that she cannot forget the pain on the day of having the abortions. She mentions the "contracted" and "eased" that she felt having abortions.
This novel was set in the early 1900’s. During this time, the black people were oppressed by white people. They were abused and taken advantage of. Not only were the black people were oppressed but also women were oppressed. They had little freedom and were unable to be self-sufficient.
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.
Gwendolyn Brooks is the female poet who has been most responsive to changes in the black community, particularly in the community’s vision of itself. The first African American to be awarded a Pulitzer Prize; she was considered one of America’s most distinguished poets well before the age of fifty. Known for her technical artistry, she has succeeded in forms as disparate as Italian terza rima and the blues. She has been praised for her wisdom and insight into the African Experience in America. Her works reflect both the paradises and the hells of the black people of the world. Her writing is objective, but her characters speak for themselves. Although the idiom is local, the message is universal. Brooks uses ordinary speech, only words that will strengthen, and richness of sound to create effective poetry.
Gwendolyn Brooks was born in Topeka, Kansas, in 1917. She grew up in a harsh, racist time period along with The Great Depression. Brooks’ poems were influenced from this and encouraged her to write many poems about the life of a black American. “She was inspired by the black power movement and the militancy of such poets as Amiri Baraka” (Barker, 448). During the 1960s her writing underwent a racial change in style and subject matter. Brooks learned to write such great poems at the Associate of Literature and Art, Wilson Junior College, 1936. Writing many known poems such as: A Street in Bronzeville, Annie Allen, Maud Martha, Bronzeville Boys and Girls, The Bean Eaters, etc. She’s a poet of contemporary writings; her poems mirror the ups and the downs of black American lives at this time. Although she writes with great encouragement and wisdom, she looks at everything with an open mind. Her characters speak for themselves. “Her works sometimes resembled a poignant social document, but her poems are works of art…” (Miller, 78). One can picture a vivid idea of Bronzeville, U.S.A. because of the great details she puts into her poems. A black district in her native Chicago, that serves as the setting for many of her poems. “Her characters are usually the unheroic black people who fled the land for the city- only to d...
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.
...brought with it discrimination of African American women, “They were targets of brutality, the butt of jokes and ridicule, and their womanhood was denied over and over. It was a struggle just to stay free, and an even greater struggle to define womanhood” (162). As the men fought the war the women who were now dependent upon themselves more than ever had to take on the role of the father. The Mammy figure now stood up for herself and would often times leave the white family, the family they left would often have feelings of remorse for their tremendous loss. Women were standing up for themselves and where now the maker of their own destiny, but with that still came the harsh reality that they would be still the most vulnerable group in antebellum America. Many single African American women were faced with poverty and had a really hard time dealing with the war and depending on themselves. Deborah Gray White’s view of slave women shows us that their role was truly unique, they faced the harsh reality that they were not only women or African American, they were both, so therefore their experience was one of a kind and they lived through it, triumphed, and finally won their freedom.
Margaret Walker was born on July 7, 1915 in Birmingham, Alabama to Reverend Sigismund C. Walker and Marion Dozier Walker (Gates and McKay 1619). Her father, a scholarly Methodist minister, passed onto her his passion for literature. Her mother, a music teacher, gifted her with an innate sense of rhythm through music and storytelling. Her parents not only provided a supportive environment throughout her childhood but also emphasized the values of education, religion, and black culture. Much of Walker’s ability to realistically write about African American life can be traced back to her early exposure to her black heritage. Born in Alabama, she was deeply influenced by the Harlem Renaissance and received personal encouragement from Langston Hughes. During the Depression, she worked for the WPA Federal Writers Project and assists Richard Wright, becoming his close friend and later, biographer. In 1942, she was the first African American to win the Yale Younger Poets award for her poem For My People (Gates and McKay 1619). Her publishing career halted for...
The four poems by Langston Hughes, “Negro,” “Harlem,” “The Negro Speaks of Rivers,” and “Theme for English B” are all powerful poems and moving poems! Taken all together they speak to the very founding of relations of whites and blacks all the way down through history. The speaker in the poem the, “Negro” and also, “The Negro Speaks of Rivers,” tells the tale of freedom and enslavement that his people have endured, and it heralds their wisdom and strength. The poems “Harlem” and “Theme for English B” speaks to the continuous unfair treatment that the blacks have received at the hands of white people throughout the years.
Even as a child, Thelma Lucille Sayles, or Lucille Clifton, realized how notable African Americans were. However, throughout her lifetime, Clifton has encountered discrimination against her race on multiple occasions, but her poetry, for both adults and children, show resilience against any racist remarks made. With a heavy influence from growing up in an African-American household and experiencing the Civil Rights Movement, Lucille Clifton’s writings focus on the importance of African Americans, especially women, in communities (Hine 1-3).
“You are a nothing little nigger” is one of the demeaning phrases African American human beings have heard over the years in an effort to keep them in a state of persecution. This paper will discuss the persecution of the African American. The following documents the struggles, gut wrenching pain, and heart ache of African American people have endured and are still suffering with today.
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.