Wait a second!
More handpicked essays just for you.
More handpicked essays just for you.
Theme of racial descrimonation in Langston Hughes selected poems
Thematic concerns in Langston Hughes' poetry
Racism in Langston Hughes poems
Don’t take our word for it - see why 10 million students trust us with their essay needs.
Langston Hughes has maintained a position at the top of the poetry world with poems relating to race relations and the injustice of white people’s actions that target blacks in the United States. Hughes was writing before the Civil Rights Movement, so he felt firsthand, as a black man, the rampant racism that ran through the country. As a black man, Hughes was well aware of the dangers of publishing material that called for desegregation in a country where blacks were hung on tree limbs and crosses were burned on front lawns; nevertheless, he believed there was a necessity for his work to be published to advocate for the equal rights of the African Americans. In Hughes’s poems, I, Too and Freedom, the tones of the poem come across as patriotic, but also call for a need to unify the nation. After a first reading of I, Too, it is plainly obvious that Hughes is commenting on the racial segregation of the United States. The second line, “I am the darker brother,” (872), is essential to this poem because it explains that Hughes is a black man, who is associating himself in a …show more content…
/ I want freedom / Just as you,” (878). The last stanza breaks the pattern of the poem where each line had four lines, except for the third, which had five. By breaking the pattern of having longer stanzas, it immediately draws the reader into that passage and demands attention. He ends his essay by relating his wishes to his audience—his intended audience for this play is white people, particularly those who hold racist values—attempting to create a similarity between himself and the reader. By writing the word, “you” at the end of the poem, he makes the meaning of the poem very personal to the reader. Hughes wrote the ending of the poem so that he was speaking directly to the reader, as if one would be in a conversation with him. The poem Freedom calls for the desegregation of the peoples of America because they have a similar want:
In his poems, Langston Hughes treats racism not just a historical fact but a “fact” that is both personal and real. Hughes often wrote poems that reflect the aspirations of black poets, their desire to free themselves from the shackles of street life, poverty, and hopelessness. He also deliberately pushes for artistic independence and race pride that embody the values and aspirations of the common man. Racism is real, and the fact that many African-Americans are suffering from a feeling of extreme rejection and loneliness demonstrate this claim. The tone is optimistic but irritated. The same case can be said about Wright’s short stories. Wright’s tone is overtly irritated and miserable. But this is on the literary level. In his short stories, he portrays the African-American as a suffering individual, devoid of hope and optimism. He equates racism to oppression, arguing that the African-American experience was and is characterized by oppression, prejudice, and injustice. To a certain degree, both authors are keen to presenting the African-American experience as a painful and excruciating experience – an experience that is historically, culturally, and politically rooted. The desire to be free again, the call for redemption, and the path toward true racial justice are some of the themes in their
...xperienced about not being able to eat at the table when guests would come which refers to how White America has been treating Black America. He then comes to the conclusion that this too shall pass and believes that he will be able to overcome his oppression. McKay portrays his experiences by speaking in a more mature tone about the significant events that have occurred and tries to find a way to tolerate the oppression. He lets White America know that what they have done to Black America was wrong. He shows that even though white America has alienated African Americans and treated them with disrespect, he will not stoop to their level although he is angry about it. The writers make it clear that their poems may differ yet they hold the same meaning of that White America has wronged Black America but it shall pass and in the future they will regret their actions.
This poem is often compared to Walt Whitman’s I Hear America Singing because of the similarities of the two poems. In this poem, Hughes argues that the African American race is equal to whites. Hughes even declares that one day the African American race will be equal to whites. Hughes proclaims, “Besides, They’ll see how beautiful I am and be ashamed-I, too, am America.” Hughes was very bold and daring when he wrote these lines in this poem. He is implying that the white people will regret what they have done to blacks. That they will be ashamed of how they treated them. Undoubtedly, this poem expresses Hughes cultural identity.
To begin, these two poems discuss racism in the United States of America towards African Americans. Both poems were written during two completely different eras. One being from 1926 while the other dates from 2014. These two poems have been written almost 100 years apart, yet this subject is still as relevant today as it was in 1926. When Langston Hughes wrote “I, Too,” in 1926, I don’t think that he would’ve ever expected that a century
When reading the literature of Langston Hughes, I cant help but feeling energetically charged and inspired. Equality, freedom, empowerment, renaissance, justice and perseverance, are just a taste of the subject matter Hughes offers. He amplifies his voice and beliefs through his works which are firmly rooted in race pride and race feeling. Hughes committed himself both to writing and to writing mainly about African Americans. His early love for the “wonderful world of books” was sparked by loneliness and parental neglect. He would soon lose himself in the works of Walt Whitman, Paul Laurence, Carl Sandburg and other literary greats which would lead to enhancing his ever so growing style and grace of oeuvre. Such talent, character, and willpower could only come from one’s life experiences. Hughes had allot to owe to influences such as his grandmother and great uncle John Mercer Langston - a famous African American abolitionist. These influential individuals helped mold Hughes, and their affect shines brightly through his literary works of art.
Looking at the historical context of each poem shows that the political movements of the time had a large effect on Hughes’s two poems. The timeline between the two poems is an interesting one to analyze. “I, Too” was written in nineteen twenty-six and “Theme for English B” was written in nineteen fifty-one (Rampersad). Many events relating to the civil rights movement happened during the years between the two poems. The nineteen twenties were filled with racism, intolerance, and
Langston Hughes was dedicated to writing about the hardships and problems of African Americans. He wrote for and connected with the average, everyday African American. While he connected majorly with the African Americans, Langston also managed to attract attention from many white people, too. In one of Langston’s poems titled, “Let America Be America Again”, he writes “And yet must be- the land where every man is free / The land that is mine- the poor man’s, Indian’s, Negro’s, Me.” (Lines 63-64).
Because of that, his writing seems to manifest a greater meaning. He is part of the African-American race that is expressed in his writing. He writes about how he is currently oppressed, but this does not diminish his hope and will to become the equal man. Because he speaks from the point of view of an oppressed African-American, the poem’s struggles and future changes seem to be of greater importance than they ordinarily would. The point of view of being the oppressed African American is clearly evident in Langston Hughes’s writing.
Langston Hughes’ “Theme for English B” is a rhetorical poem in which Hughes asks the question about his social and racial status in society. Growing up through the First World War and took part in the Civil Rights Era, Hughes experienced racial tensions while going to school at Columbia University in a time when higher education was still for the affluent and dominantly white. His poem is a reflection of his reaction from a teachers’ writing prompt which influenced him to write on his racial and social tensions which is enhanced by his structure, rhetorical questions, and his use of first person. The speaker in this poem is Hughes himself, who is responding to a teacher’s prompt in which it says to express himself freely.
In Langston Hughes' poem, "Freedom," he emphasizes the struggle to enjoy the freedoms that he knows are rightfully his. He reflects the American desire for freedom now when he says, "I do not need my freedom when I'm dead. I cannot live on tomorrow's bread." He recognizes the need for freedom in its entirety without compromise or fear.
... They focus more on the cultural aspects of identity that Hughes is very proud of, while poems “Democracy” and “Theme for English B” touch on some of the social concerns that created a struggle for dignity as a black person in the early/mid twentieth century. The “Democracy” is a slightly stern and direct request to take action and fight for civil rights. The “Theme for English B” is a compassionate and low-key personal anecdote that reiterates the unpracticed concept that “all men are created equal”. Despite the difference in tone and subject, all four poems relate to the central theme that dignity is something that white men may take for granted, but Langston Hughes, as a black man and a writer, sees and feels dignity as a fight and a struggle that he faces and that the black community as a whole faces every day.
Thesis: The poems “Negro”, “I Too”, and “Song for a Dark Girl” by Langston Hughes was written around an era of civil inequality. A time when segregation was a customary thing and every African American persevered through civil prejudice. Using his experience, he focuses his poems on racial and economic inequality. Based on his biographical information, he uses conflict to illustrate the setting by talking about hardships only a Negro would comprehend and pride only a Negro can experience, which helps maintain his racial inequality theme.
When looking at the poem, Hughes expresses the pride that he has in his heritage and in who h...
Hughes ends the poem by again stating, "I, too, am America" (line 18) showing his true pride and ownership of a country that was never very hospitable to him. Hughes is a talented poet who uses metaphors and his own style of writing to create the effectiveness of his overall message. He uses metaphor throughout the poem for the readers to dig deeper and see underneath the surface. He starts out by stating that he, too, was an American, but that he is treated like someone the “family” would be ashamed of. Separated from the rest of the society, eating in another room, being given a different treatment than the others.
In the poem “Justice” by Langston Hughes, he talks about how the justice system is biased against African-Americans and how they are aware of it and its unfair ways. Langston Hughes conveys a calm and simmering anger tone around the topic of Justice being unfair. The tone suggests how African-Americans are treated when it comes to the law. He uses metaphors, punctuations and word choice to show this. The first line, “Justice is blind goddess” is a metaphor about how justice is a court system and it doesn’t favor a particular person.