Wait a second!
More handpicked essays just for you.
More handpicked essays just for you.
Problems with racism in literature
Problems with racism in literature
About Sharon Olds
Don’t take our word for it - see why 10 million students trust us with their essay needs.
Recommended: Problems with racism in literature
“On the Subway” is a poem by Sharon Olds. The speaker is a white woman who is alone in a subway car with a presumably poor black man. The poem has two sides; the first is that of the white woman and the second is that of the young black man. Sharon Olds develops these two sides through the use of metaphor, imagery, and real world situations. Throughout the poem the speaker talks about light and dark. The references to light and dark act as a continuous metaphor. Light refers to, not just the speaker, but white people in general and the comparable ease of their lives in oppose to the lives of their black counterparts. Dark, of course, represents black people. The speaker says, “without meaning or / trying to I must profit from his darkness.” Furthermore the speaker thinks about how the boy is like black cotton absorbing the heat of the nation’s less than kind attitude towards black men. She, meaning the speaker, has lead a far different life. She states, “There is / no way to know how easy this / white skin makes my life.” Light symbolizes goodness and the ease of her life to the dark of the man’s life. …show more content…
The speaker describes the young man by saying he had the look of a mugger, he wore red the same shade as the inside of a body. The reader can with ease imagine this shifty character lurking down an abandoned street in the dark of night. Then the speaker depicts an image of herself as wearing fur, the skin of an animal. Fur is expensive so the reader knows this woman has money. She also mentions how the black man could take the coat and her briefcase so now the reader sees this woman in some cushy job at a business or law firm. The two images are representative of two different worlds that would not normally
In this poem, “On the Subway”, written by Sharon Olds brings two worlds into proximity. We will identify the contrast that develops both portraits in the poem and discuss the insights the narrator comes to because of the experience. The author refers to several literary techniques as tone, poetic devices, imagery, and organization. The poem talks about a historical view based on black and white skin. It positions the two worlds the point of view of a black skinned and a white skinned. The boy is described as having a casual cold look for a mugger and alert under the hooded lids. On the other hand, based on his appearance the white skinned person felt threatened by the black boy. She was frightened that he could take her coat, brief case, and
It can be inferred that this poem is more geared toward an audience of color, since "they" are referred to as white people. In the stanza, "I know some brothers, they see a white face and their whole bodies sneer-."(21-22) Seibles is referring to "brothers" as people of color in comparison to "a white face". People of color see themselves as family (brothers) because they must stick together to get through the age of white supremacy. On the other hand, the cold tone of the word "a white face", makes it seem as if white people are strangers and they cannot connect with them in ways that they connect with one
“Immigrants at central station, 1951”, this poem is about the Skrzynecki family waiting to depart on a train at central station to a migrant. The first stanza describes the time and the atmosphere of the where the family were the family is situated. The poem begins by capturing a brief moment in time from the whistle declaring its arrival to the scene of leaving with it. “It was sad to hear the train’s whistle this morning” these words provoke sadness where it usually brings joy. This tell us that the Skrzynecki family were sad due to the fact that they were about to travel to the unknown. “All night it had rained.” The imagery in the first stanza is depressing, the poems tone here is sad. As the poem goes on it says, “But we ate it all” the metaphor here is used for positiveness. No matter how depressed they were they still enjoyed it. The second stanza is about
Here he has used the word “we” representing his race and “theirs” as representing the whites. Furthermore he uses the words like “dirt”, “thorn”, ”shadows” to convey the darkness surrounding them. Poet states in the
In this poem, there is a young woman and her loving mother discussing their heritage through their matrilineal side. The poem itself begins with what she will inherit from each family member starting with her mother. After discussing what she will inherit from each of her family members, the final lines of the poem reflect back to her mother in which she gave her advice on constantly moving and never having a home to call hers. For example, the woman describes how her father will give her “his brown eyes” (Line 7) and how her mother advised her to eat raw deer (Line 40). Perhaps the reader is suggesting that she is the only survivor of a tragedy and it is her heritage that keeps her going to keep safe. In the first two lines of the poem, she explains how the young woman will be taking the lines of her mother’s (Lines 1-2). This demonstrates further that she is physically worried about her features and emotionally worried about taking on the lineage of her heritage. Later, she remembered the years of when her mother baked the most wonderful food and did not want to forget the “smell of baking bread [that warmed] fined hairs in my nostrils” (Lines 3-4). Perhaps the young woman implies that she is restrained through her heritage to effectively move forward and become who she would like to be. When reading this poem, Native American heritage is an apparent theme through the lifestyle examples, the fact lineage is passed through woman, and problems Native Americans had faced while trying to be conquested by Americans. Overall, this poem portrays a confined, young woman trying to overcome her current obstacles in life by accepting her heritage and pursuing through her
The title “Lime Light Blues” evokes both restless and sadness through the imagery that he lives under spotlights. The first part of the poem focuses on narrator’s experiences of people’s implicit prejudice on blacks. The second part of the poem starts with “when I dance…” mainly focuses on the narrator’s anxieties and ironies toward other’s intense attentions. Young’s descriptions of him being uninhibited and rebellious serve as a foil to the white people’s intolerance of him.
In the next few chapters she discusses how they were brought up to fear white people. The children in her family were always told that black people who resembled white people would live better in the world. Through her childhood she would learn that some of the benefits or being light in skin would be given to her.
It is true that old days were really hard to live in, especially if the person was dark skin. This poet’s main idea of this poem “ I, too” was that, he wanted to let people know what he, and most of the African American people were going through. He wanted to let people know that color should not define your personality, and people should accept the fact that people with dark skin were humans just like others. People should have accept them and treat them equally and respectfully. Also one of the things I liked in the poem was that, he was using word sing as a expression of a word of talk, he was not really singing but he was saying it
While reading the poem the reader can imply that the father provides for his wife and son, but deals with the stress of having to work hard in a bad way. He may do what it takes to make sure his family is stable, but while doing so he is getting drunk and beating his son. For example, in lines 1 and 2, “The whisky on your breath Could make a small boy dizzy” symbolizes how much the father was drinking. He was drinking so much, the scent was too much to take. Lines 7 and 8, “My mother’s countenance, Could not unfrown itself.” This helps the reader understand the mother’s perspective on things. She is unhappy seeing what is going on which is why she is frowning. Although she never says anything it can be implied that because of the fact that the mother never speaks up just shows how scared she could be of her drunk husband. Lines 9 and 10, “The hand that held my wrist Was battered on one knuckle”, with this line the reader is able to see using imagery that the father is a hard worker because as said above his knuckle was battered. The reader can also take this in a different direction by saying that his hand was battered from beating his child as well. Lastly, lines 13 and 14, “You beat time on my head With a palm caked hard by dirt” As well as the quote above this quote shows that the father was beating his child with his dirty hand from all the work the father has
The poem begins with the speaker reminiscing about a happy time in his childhood when he was riding the bus in Baltimore, taking in the sights and sounds of an unfamiliar city. The author uses alliteration when he writes the boy was, “head-filled, heart-filled with glee”. He notices another boy staring at him, so he smiles at the boy. The speaker believes there is little difference between them because of the closeness of the two’s size and age. We learn that the speaker is a small 8-year-old, and the other boy was also small. Naturally, we think maybe the boys will become friends or talk, since they’ve already took that preliminary step to introducing yourself. Instead of smiling back, the other boy sticks out his tongue and calls the speaker "nigger". The white child’s slur makes the speaker aware of how much larger the differences really are between them.
In the first verse Lamar refers to the different shades of colour that black people possess; some black people have a dark complexion similar to the “midnight hour” while some are lighter and resemble “the mornin’ sun”. This relates to the notion of colorism which has had a social impact on black people and their community. Colorism is defined as the discrimination or prejudice against humans based on the social meanings and connotations attached to their skin colour. Colorism usually takes place within the same ethnic group; within the black community colorism is “skin tone discrimination against dark-skinned but not light-skinned blacks” (Banks 1998) and has its roots in slavery. Lighter-skinned slaves were picked to be the “house slaves” (it should also be noted that majority of house slaves were the kin of the white masters therefore most likely favoured and tended to) because white masters thought their light skin was more aesthetically pleasing (but this notion did not make them equal to white people). While on the other hand, “field slaves” were typically dark-skinned Africans and they were tasked with the burdensome work and were less tended to. House slaves were also more likely to be given an education and “because they had accumulated more skills, had an economic advantage
Hughes also writes in his poem, “Silhouette,” about how a black man was lynched by white men in what they viewed as a measure to protecting a Southern white lady. Essentially, these white men desired to keep a clear distinction of whites and blacks, just as there is a clear contrast of the white moon and ebony night. Hughes states, “They’ve just hung a black man / In the dark of the moon” (Hughes 879). Here the moon is present in the lynching because it expresses how whites stand as a constant threat to black people because of their mentality of segregation and white superiority. In this way, the two forces, darkness and light, are not only opposites but they are enemies that live for the other’s destruction. However, without literary devices, the reader would not be able to pick up these comparisons and metaphors and therefore would miss a crucial element of the story. Jonathan Culler writes in his book, Literary Theory: A Very Short Introduction, that, “Rhetoricians formerly attempted to distinguish specific ‘tropes’ which ‘turn’ or alter the meaning of a word (as in a metaphor) from more miscellaneous ‘figures’ of indirection which arrange words to achieve special effects” (Culler 71). By organizing their writing in a certain way, writers of African American literature can portray the seemingly innate and natural way whites
The poet describes the darkness in which he sees all these young men and boys as “dripping darkness”. He watches and searches for all these poor souls until it is daytime. He describes the sun as a “ball of blood” that is constantly and mercilessly present over “the scene of wrath and wrong”.
To begin, the reader may gather that the poem has a very dark and saddened tone. Due to Lowell's vivid imagery, a mental image of a dark urban setting is created. It also seems very cold, with the mentioning of wind and nighttime. Readers may be able to relate to urban places they know, adding to the reality of the poem. Connections can be made. The imagery is left in such a way that the reader can fill in the gaps with their own memories or settings. Also, since the poem uses free verse, the structure is left open to interpretation. This makes the poem more inviting and easier to interpret, rather than reading it as a riddle. However, though simple in imagery, the poem still captures the reader's interest due to the creation it sparks, yet it never strays away from the theme of bei...
In Blake's poem, it is very clear that the little black boy and his mother have a very close and affectionate relationship. The boy expresses how his mother sits with him under the shade of the tree and shares with him the love of God. The little black boy, being influenced by society during this time, believes that once his black skin passes away, then the English child will love him. In hopes of changing his view of himself and his skin color, the boy's mother tells him that there is an advantage to having black skin. The mother implies that black skin can bear more ...