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Recommended: race and social class
Race vs. Social Class
THESIS: Race differences in identity and social position were, and are, more important than class differences in American society.
"Events in the nineteenth century made it abundantly and irrefutably clear that race as a concept sui generis superseded social class as the dominant mechanism of social division and stratification in North America." (Smedley 219) For many decades people have been using race as a way to classify humans into different social categories. Lower, Middle, and Upper classes were created to divide humans into appropriate categories using their individual lifestyles, financial income, residence, and occupation. People decided to ignore this classifying system and classify one another, simply by the color of their skin. People's skin color says nothing as to what a person does, their beliefs, attitudes, or any of the ideas for creating a fair social classification system. Racial barriers were created that divided people into different groups at work and at home. Race differences in identity and social position were, and are, more important than class differences in American society.
The role of work, money, and the effect they have on individuals has changed throughout the past years due to social classes and racism. Social classes being based on by race is just the beginning of the differences. In the work force there are always people who feel the need to dominate in their field or profession solely because they think they are the dominant social class or race. People of any rank at the office will look down upon others, not because of their position, but skin color. People are not only treated differently at the work site based due to these issues, but also in some cases th...
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...at a person's skin color to make their judgement on whether or not they want to take the time to talk and get to know the person. Then, they will classify that person, without knowing any background information on them. Is this fair? It does not matter or not if it is fair, it is the way people work. As Takaki says, 'race is just a concept', an idea created, it should not be used to separate people.
Works Cited
Baer, Hans A. African Americans in the South: issues of race, class and gender. Athens: University of Georgia Press, 1992.
Martin, Deutsch. Social Class, race, and psychological development. Winston: Greenwood Press, 1968.
Smedley, Audrey. Race in North America: Origin and Evolution of a Worldview. Boulder: Westview Press, 1999.
Takaki, Ronald. A Different Mirror: A History of Multicultural America. Boston: Little, Brown and Company, 1993.
In both Ceremony and Haroun and the Sea of Stories, stories are central elements that show up constantly throughout each novel. They are woven through each novel like a spider web. The spider web is also a metaphor Silko uses for fragility. In these novels stories are fragile and constantly in jeopardy. The antagonists in each book “try to destroy the stories” (Silko 2). In Ceremony the destroyer of stories is forgetfulness. Tayo, a racially mixed individual, must remember his Native American heritage to cure himself of the illness from which he suffers. Alana Brown author of “Pulling Silko’s ...
Leslie Marmon Silko will enlighten the reader with interesting tales and illuminating life lessons in her story “Yellow Woman and a Beauty of the Spirit”. Silko, being a Native American will show the style in which people in her tribe, the Laguna Pueblo functioned and how their lifestyle varied from westernized customs. (add more here) Silko’s use of thought provoking messages hidden within her literature will challenge the reader to look beyond the text in ornate ways and use their psychological cognition to better portray the views of Silko’s story.
The ceremony Silko narrates is that of a Navajo sing, but one not sung exactly as it would have been done before whites arrived in New Mexico, nor sung by a pure-blood Indian, nor sung on behalf of a pure-blood Indian. As is traditional, the ceremony is to be completed after the sing by the sick man, a Laguna named Tayo. His efforts to finish the ceremony by correct action form the last half of the novel, just as the first half was composed of the events which made him sick. These two series of events, taken together, make It clear that what the Veterans' Administrati...
The Impression of Life on her Works’ Leslie Marmon Silko for more than two decades has been enriching Native American literature through her poetry, novels, short stories, and essays. Her fertile imagination and vivid writing continues to impress both critics and readers alike. Influences in Silko's life are abundant in her work. She includes childhood memories, experiences with racism, Pueblo beliefs, family history, and traditional storytelling. Prominent in many of her works is the perspective of her mixed ethnicity. She explores ethnic identity and cultural values through her literature. Often the reader is taught about the lessons, values, and heritage of early cultures. Leslie Marmon grew up attaching herself, in memory and imagination, to the village and then to the land around it; and because this is Laguna land, many of the stories she grew up with were stories from the Keresan oral tradition, the stories of her father's people and their shared history. In her art as in her life, Silko has continued to maintain her identity with the story of the people of Kawaika, the People of the Beautiful Lake. The story of Laguna, like the biography of Silko and the fictional lives of her novels' protagonists, has always been a story of contact, departure, and recovery. “My father had wandered over all the hills and mesas around Laguna when he was a child; I started roaming those same mesas and hills when I was nine years old. At eleven I rode away on my horse, and explored places my father and uncle could not have reached on foot. I carried with me the feeling I'd acquired from listening to the old stories, that the land all around me was teeming with creatures that were related to human beings and to me.” ("Interior and Exterior Lan...
Takaki, Ronald T. "14 World War II." A Different Mirror: A History of Multicultural America. Boston: Little, Brown, 1993. N. pag. Print.
The psychodynamics theory which was introduced by Freud to understand the human mind and psyche, reached a new level in the continuous analysis from therapists. Psychodynamics originally has been explained as a study of various psychological forces that affect human behavior which is related to early experiences. It specifically discusses the connection between the conscious and subconscious motivations. The theory was further analyzed and developed by Melanie Klein, Carl Jung and Alfred Adler. Based on the theory, the psychodynamic therapy evolved to help patients through psychoanalysis. With time other therapies like individual, group and family therapy evolved to offer treatment by understanding the present day complexities in more detail. The main aim of the therapy is self –awareness through identifying the various influences of many past events in life. The therapies are continuously evolving since it was introduced by Freud to help in solving a variety of psychological disorders within people.
...who wronged Tayo and his friends profoundly, he chose not accomplish it. He was also able to see deeper into the event that are happening in the world and how everything always has purpose or a deeper meaning, realizing that finding out and correcting the faults within ourselves will solve humanity’s problems instead of blaming it on each other. Tayo’s finally knew himself and now knows the world itself.
Takaki, Ronald. A Different Mirror: A History of Multicultural America. Boston: Little, Brown & Co., 1993. Print.
Revenge has caused the downfall of many a person. Its consuming nature causes one to act recklessly through anger rather than reason. Revenge is an emotion easily rationalized; one turn deserves another. However, this is a very dangerous theory to live by. Throughout Hamlet, revenge is a dominant theme. Fortinbras, Laertes, and Hamlet all seek to avenge the deaths of their fathers. But in so doing, all three rely more on emotion than thought, and take a very big gamble, a gamble which eventually leads to the downfall and death of all but one of them. King Fortinbras was slain by King Hamlet in a sword battle. This entitled King Hamlet to the land that was possessed by Fortinbras because it was written in a seal'd compact. "…our valiant Hamlet-for so this side of our known world esteem'd him-did slay this Fortinbras." Young Fortinbras was enraged by his father’s murder and sought revenge against Denmark. He wanted to reclaim the land that had been lost to Denmark when his father was killed. "…Now sir, young Fortinbras…as it doth well appear unto our state-but to recover of us, by strong hand and terms compulsative, those foresaid lands so by his father lost…" Claudius becomes aware of Fortinbras’ plans, and in an evasive move, sends a message to the new King of Norway, Fortinbras’ uncle.
Wolf, M. (2011, June 4). We should declare an end to our disastrous war on drugs. Financial Times. Retrieved from http://search.proquest.com.proxy.consortiumlibrary.org/docview/870200965?accountid=14473
The idea of revenge in Hamlet is depicted in various ways throughout the play. Shakespeare makes a fine job of identifying the different types of revenge by giving the characters different motives; whereas Hamlet and Laertes, almost mirrors of each other, both want to avenge the deaths of their fathers by killing the person responsible for the murder, Fortinbras seeks to avenge his father’s death by reclaiming the land that he lost to King Hamlet before dying. Also, the author goes further into the personalities of the characters and explores their motivations, most particularly Hamlet’s; although he has a scheme for killing Claudius, he does not set his plan into motion immediately, but is rather delayed by different events throughout the story, forcing the reader to contemplate whether or not Hamlet is as strong-minded and angry about his father’s death as he claims to be. Conversely, Laertes and Fortinbras waste no time and c...
In William Shakespeare’s Hamlet, the focus of many of the characters in the play is to be (or not to be) avenged. Both Hamlet and the minor characters surrounding him revisited the theme of revenge frequently. Shakespeare’s use of secondary characters highlight the important theme of revenge and specifically how a mind set strictly on revenge can corrupt the actions and thoughts of an individual and bring about their destruction. The minor characters of Laertes, the Ghost and Fortinbras display this maxim perfectly. Through their experiences with revenge, two meet their end and the other meets success.
	Leslie Marmon Silko uses these three short passages taken from an ancient Indian story included in the novel Ceremony to express and convey the idea that the white man’s fear was the primary factor contributing to their negative actions toward the Indian people. The ancient Indian story that the passages are pulled from also explains how Indian witchery led to the invention of the white people and all the evil inside of them, causing them to destroy the world and everything else that inhabits it.
Hamlet contains three plots of revenge throughout the five acts of the play. Young Hamlet, after getting a shocking realization from his father’s ghost, wants to enact a plot of revenge against his uncle. Laertes, who was struck twice in quick succession by the death of his father and sister, wants to kill Hamlet. Away in Norway, Fortinbras wants to take revenge on the entire nation of Denmark for taking his father’s land and life. These three sons all want the same thing, vengeance, but they go about it in wildly different ways, but as Lillian wilds points out, “he also sees himself in the mirrors of Fortinbras [and] Laertes.”(153) It becomes clear that the parallels presented throughout the play are there to further illuminate the flaws of
Corum, Richard. Understanding Hamlet: A Student Casebook to Issues, Sources, and Historical Documents. Westport, CT: Greenwood, 1998. Print.