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We Real Cool
“We Real Cool” is a poem that was written by poet Gwendolyn Brooks in the year of 1959. This poem states that the black young people in the United States went through to make a clear definition of themselves and tried to seek their values in the late fifties and early sixties, young kids knowing they are different from the society, so they started their abandonment from a young age, they give up school because they know they cannot be accept as other white kids, they were caught in things as rape, murder and robbery because that's the only thing the now to express their anger. They do everything that seems fun to them then die young because they have no hope left for them. These African American young ones are living in the society that was ruled as well as predominated trying to make them stay in the relatively oppressed state.
This poem presents a picture showing that a group of black young boys who were hanging out in the hall of pool and do a lot of illegal activities rather than going to study at school just like other students with the same age as them. These black young boys are always worried about their role in the society and cannot get the according secure feeling although they are still in the young ages. They are so little that many of them have no clear idea about the society and their future as the blacks. They are always in the confused and chaos states so as they feel lost to some extent. These black young boys are talking big in order to cover the internal instability. (Cummings, 2005) They would like to show to other people that they are the naughty and tough guys instead of trying to seek some help. They hold the point of view that they have been abandoned by the society and they have no...
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...th simple and few words because it can leave the enough room for people to think.
“We real cool” is an easy read but hard understand poem. It shows the concern towards the future of the blacks with a few simple words. Through portraying a picture about a group of black boys playing in the pool hall, the author presents to the readers about the deep concern.
Works Cited
Brooks, Gwendolyn. "We Real Cool." The Norton Anthology of Poetry. Ed. Margaret Ferguson.New York: Norton, 2005. 999-1000.
Cummings, Allison. "Public Subjects: Race and the Critical Reception of Gwendolyn Brooks, Erica Hunt, and Harryette Mullen." Frontiers: A Journal of Women Studies 26.2 (2005): 3- 36.
Dickson, L. L. "'Keep It in the Head': Jazz Elements in Modern Black American Poetry."Melus 10.1 (Spring 1983) 29-37.
Smith, Gary. "Brooks's We Real Cool." Explicator 43.2 (1985) 49-50.
Gwendolyn Brooks in “We Real Cool” develops an ironic, sarcastic tone through specific word choice. The poem begins with the phrase “We real cool” (Line 1) so immediately, the reader knows that these pool playing buddies define themselves as “cool”. In their minds, they are the epitomes of
Smith, J, & Phelps, S (1992). Notable Black American Women, (1st Ed). Detroit, MI: Gale
“I tried to demonstrate how both the cross cultural literature and the history of African American women gave the lie to the nation that gender inequality can be attributed to biological differences” (Mullings, page xvii)
According to Albert Murray, the African-American musical tradition is “fundamentally stoical yet affirmative in spirit” (Star 3). Through the medium of the blues, African-Americans expressed a resilience of spirit which refused to be crippled by either poverty or racism. It is through music that the energies and dexterities of black American life are sounded and expressed (39). For the black culture in this country, the music of Basie or Ellington expressed a “wideawake, forward-tending” rhythm that one can not only dance to but live by (Star 39).
...red, we have come, treading our path through the blood and the slaughtered" (841). This is the turning point where the narrator actually listens to the words of the song and realizes the sacrifices made before her and the opportunities that lay ahead of her, "We were on top again (p.388)," the "we" meaning the entire Negro Race. Until then, she didn't see herself as a member of the Negro Race, but just as a member of the graduating class of 1940. A rite of passage takes place here, where a young, naive black girl takes a step up to maturity and proudly joins her race. "I was no longer simply a member of the graduating class of 1940; I was a proud member of the wonderful, beautiful Negro race" (841). She begins to realize what it means to be an American Negro and that she herself, is a monument to the struggles and sacrifices made by those who faced even greater odds.
Amadu, K. (2007). African Americans and U.S. Politics: The Gradual Progress of Black Women in Political Representation. New York: Prentice Hall Publishers.
The Message of Gwendolyn Brooks' "We Are Real Cool" "We Real Cool" is a short, yet powerful poem by Gwendolyn Brooks that sends a life learning message to its reader. The message Brooks is trying to send is that dropping out of school and roaming the streets is in fact not "cool" but in actuality a dead end street. Brooks conveys her message in an ironic manner, which is presented in the title of the poem. Before actually reading the 10 line poem, the first thing that grabs the reader's attention is the title. After reading the title "We Real Cool" one would assume that the intent of the poem is going to be about a group of people who are fortunate and live a flamboyant lifestyle.
Are black people that different than white people? This is both a question and concern society focuses much attention on today, is there cultural assimilation in the United States or does the country still remain segregated? Realistically, America has a long way to come before saying it fully integrates both races equally. Donnell Alexander, author of “Cool Like Me” approaches the topic of the prejudices whites have of blacks, arguing that there exists no cultural integration and the United States is still separated. With many lucid examples using expressive tones and personal examples, he compares the coolness of himself to the coolness of other blacks and other cultures in order to get the reader to identify “cool” and relate it as a black quality and observe it in American culture as a style and a way of thinking.
The poem also focuses on what life was like in the sixties. It tells of black freedom marches in the South how they effected one family. It told of how our peace officers reacted to marches with clubs, hoses, guns, and jail. They were fierce and wild and a black child would be no match for them. The mother refused to let her child march in the wild streets of Birmingham and sent her to the safest place that no harm would become of her daughter.
Overall, this poem is used to compare an African American to a cypress tree in a positive manner, which is evergreen and always pointing upwards. The time frame in which Angelina Weld Grimke wrote this in was a difficult time to live in. Only recently had African Americans received their rights, and even then, other races, more prominently, caucasians were hateful towards them. Although not lengthy, this poem manages to successfully capture the enduring strength that African Americans held during this difficult time period by simply comparing them to a strong cypress
Through the decades, there have been different types of social issues that affect many people. “The personal is political” was a popular feminist cry originating from civil rights movements of the 1960s, called attention to daily lives in order to see greater social issues on our society. This quote can relate back to many social issues that still occur till this day that many people are opposed of. One of the major social issues that still exist today, for example, is discrimination against colored people. In Javon Johnson’s poem, “Cuz He’s Black,” he discusses how discrimination affects many people, especially little kids because they are growing up fearing people who are supposed to protect us. Johnson effectively uses similes, dialogue
The Cool Pose is described as the new ways African America males are learning how to cope with hardships involving race and discrimination. This reading explains how African-American men are learning that one can gain success through the use of violence, impatience, and hostility towards other individuals. The way they walk, talk, and express themselves, allow society to favor the young, impoverished black male. Not only does the cool pose bring them a certain sense of success, but also it brands a sense of individuality on the African-American members can identify with. The cool behavior also is a way for these males to hide their inner feelings based on their daily struggles.
The image of African-American’s changed from rural, uneducated “peasants” to urban, sophisticated, cosmopolites. Literature and poetry are abounded. Jazz music and the clubs where it was performed at became social “hotspots”. Harlem is the epitome of the “New Negro”. However, things weren’t as sunny as they appeared.
It is relatively easy to see the repression of blacks by whites in the way in which the little black boy speaks and conveys his thoughts. These racial thoughts almost immediately begin the poem, with the little black boy expressing that he is black as if bereaved of light, and the little English child is as white as an angel. The wonderful part of these verses is the fact that the little black boy knows that his soul is white, illustrating that he knows about God and His love.
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.