The Tempest, by Shakespeare, offers the reader a variety of themes. The one theme that stands out the most is that of colonialism. During the time of Shakespeare, many European countries such as Spain, France, and England, were expanding their borders by taking over less developed countries, referred to as colonies. During this time of exploitation, there was skepticism concerning the possible success of the colonies. While some scholars believe that the play is about the Americas, I argue that the play reflects on colonialism in general and how it is destined for failure which is shown through the character’s relationships throughout the play.
During the 1600’s the English decided to have people colonize in the Americas for the potential resources and wealth that they may find. During this time Spain, France, Portugal, and the Dutch have already began trade and exploration in Africa, Asia, and the Americas. England hearing of their riches, didn’t want to miss out of the opportunity. However, during these expeditions, there has been various news beforehand of the strong oceanic storms that would sometimes destroy ships or mislead them from their destinations Such news was not uncommon but due to the storms, many of the people knew the dangers of the journey and would often doubt the success of these explorations. For example, “ In may 1609, nine ships carrying 500 colonists under Sir Thomas Gates and Sir George Summers had set sail to America to reinforce the colony at Jamestown. In an unusual storm, Gates and Summers were driven on the Bermudas, before managing to sail to the mainland” (Honan 371). News such as this was widespread throughout England and amongst these would be news of the encounters with natives. For example, “...
... middle of paper ...
... such as slavery and exploitation of nature, and also gives us insight to the speculations that were common in the time of explorations and discovery.
Works Cited
Cesaire, Aime, Richard Miller and William Shakespeare. A Tempest: Based on Shakespeare‘s The Tempest, Adaptation for a Black Theatre. New York: TCG Translations, 2002. Print
Shakespeare, William, Virginia Mason, Vaughan, and Alden T. Vaughan. The Tempest. Arden Shakespeare, 1997. Print. Third Series
Smith, Hallet Darius. Twentieth Century Interpretations of The Tempest; A Collection of Critical Essays, Englewood Cliffs, NJ: Prentice-Hall, 1969. Print.
Honan, Park. Shakespeare: A Life. New York: Oxford University Press, 1998. Print.
Marshall, Tristan. “The Tempest and the British Imperium in 1611.” The Historical Journal 41.2 (2003): 375-400. Print.
In Maryse Condé novel, I, Tituba, Black Witch of Salem, Tituba is the victim of the spread of colonial ideology. Colonial ideology is established early in the novel and plays a role throughout. Colonial ideology is the reason Tituba is a slave to white men throughout the play. Colonial ideology is the reason why Tituba’s opinion is considered irrelevant by other characters in the play. Tituba’s life is filled with lost, misery, and disappointment because of the ideology shared by other characters in the novel. The spread of colonial ideology leads to Tituba’s low role in every society she lives in during her life.
Snider, Denton J. "A review of The Tempest." The Shakespearian Drama a Commentary: The Comedies. (1890). Rpt. Scott. 320-324.
Davidson, Frank. "The Tempest: An Interpretation." In The Tempest: A Casebook. Ed. D.J. Palmer. London: Macmillan & Co. Ltd., 1968. 225.
Shakespeare, William. The Tempest. The Norton Shakespeare. Ed. Greenblatt, Stephen. New York: W.W. Norton & Co. Inc., 1997.
Solomon, Andrew. “A Reading of the Tempest.” In Shakespeare’s Late Plays. Ed. Richard C. Tobias and Paul G. Zolbrod. Athens: Ohio UP, 1974. 232.
Shakespeare, William. The Tempest. Second Revised Ed. United States of America: First Signet Classics Print, 1998. 1-87. Print.
Racism in The Tempest & nbsp;& nbsp; & nbsp; One manifestation of racism that Cesaire surfaces is the proliferation of negative Black stereotypes. Cesaire uses Prospero to expose the feeble, racist stereotypes many Whites propagate about Blacks. Prospero, presenting a common White opinion, says to Caliban, "It [Caliban's living quarters] wouldn't be such a ghetto if you took the trouble to keep it clean" (13). Such a statement is clearly racist and plays into the stereotypes many Whites have about Blacks (i.e., they are lazy and dirty). These stereotypes are white lies.
William Shakespeare’s play The Tempest reveals how ideologies of racial ‘otherness’ served to legitimize European patriarchal hegemony in Elizabethan England. In the Elizabethan/ Jacobean times of England there were many relevant ideologies relevant to this play. In examining the values and ideologies this text endorses and challenges, the society of the time (Elizabethan England), and a knowledge of how it operated serves a great purpose in analyzing these relationships. As in many texts of this time, Shakespeare is endorsing many ideologies of his time, and, although many have labelled him ahead of his time in many respects in his writing, he is, essentially writing from the Elizabethan or Jacobean point of view and time. The Tempest endorses the inequitable relationships between races based upon the belief of European superiority. The representation of race and ethnicity in The Tempest reveals a text that is awash with imperialist European ideologies.
William Shakespeare’s The Tempest blends elements of adventure and intellectual inquiry. The plot of Shakespeare’s last work contains comedy, romance, and action enough to sustain the interest of his common audience. However, there lies beneath the eloquent language and exciting plot an intelligent political commentary. Shakespeare uses the setting of a virtually uninhabited island as an experimental testing ground for the institution of slavery. Shakespeare shows through his island experiment that subjugation, once instituted, seems to perpetuate itself. While the most automatic explanation of this cyclical nature of slavery would be to say that this political rule is continued by the subjugators, the surprising reality is that it is the victim of colonialism who continues the cycle of slavery. Caliban, the native "islander"(2.2.36), despises his condition as a slave. However, in his attempt to disrupt and overthrow the political order instituted on the island by Prospero, Caliban actually provides evidence of the power of slavery over both man and mind.
In her essay “Shakespeare's Tempest and the Discourse of Colonialism,” Deborah Willis argues that the play takes on a much more complex and complete identity concerning the aristocracy of colonialism, and she presents the idea that Caliban as the “other” (Willis, p.277) isn’t inherently wrong but rather misguided in readings. While her article brings up important issues concerning the reading of The Tempest, she ignores the vastness and all-consuming nature of colonialism. Her essay helped me to conclude that I perceive The Tempest as not only being solely about colonialism, but all of the issues featured in the play being tied back to colonialism, including those that Willis emphasizes aren’t as important or are ill-founded.
If there were no king the country would be in chaos for there would be
Shakespeare, William. The Tempest. The Norton Shakespeare. Ed. Greenblatt, Stephen. New York: W.W. Norton & Co. Inc., 1997. 3055-3107.
The Tempest is a play that serves as a window into what it was like during the Age of Exploration as well as what encounters between the old and new world were like. Through Shakespeare’s characters it is evident what interactions between Europeans and natives were like during this time, as well as what society thought of such experiences.
Knight,G.Wilson. “The Shakespearean Superman: An essay on The Tempest.” The Crown of life: Essays in Interpretation of Shakespeare’s Final Plays. Oxford: Oxford University Press, 1947. 203-255
Shakespeare was intending to represent several different groups of people in society through his plays and “The Tempest” was no exception to the rule. I aim to show how the “human” relationships in the play reflect real life relationships within Shakespeare’s own society (as well as his future audience), for which his plays were written and performed.