With the whole United States watching Martin Luther King Jr. told the world about his dreams. Just as he would not rest until his voice was heard, African American literature would not stop either. Together they opened the American’s eye to the lives being lived by many African Americans for the first time. Many of these stories, poems, essays, and plays held common themes of having dreams, dreams with which could not be achieved due to the overbearing power of the White man, dreams just like that of Martin Luther King Jr. The theme of racism inhibiting the chance for African Americans to better themselves is common in American literature up until the late 1900’s. The poem “Harlem” by Langston Hughes, the essay “Black Men and Public Space” by Brent Staples, the play “A Raisin in the Sun” by Lorraine Hansberry, and the short story “Desiree’s Baby” by Kate Chopin all adhere to this theme. This theme is made clear in these works through the use of setting, characterization, and language. Setting plays a major part in nearly every work of literature dealing with civil rights. Most authors rely on the fact that everyone knows what happened in America during and before the twentieth century. By taking their story and placing it into this time frame and particularly placing it in the south it is likely their theme pertains to race or racial relations. The first evident case of this theme appears in the poem “Harlem” by Langston Hughes. The only insight that is given and necessary to determine the setting of the poem is the title “Harlem”. Harlem is a large neighborhood in the borough of Manhattan named originally after the Dutch. Since the early 1900’s it has been referred to as an area of large African American population, surrounded... ... middle of paper ... ...en, you ain’t through learning—because that ain’t the time at all. It’s when he’s at his lowest and can’t believe in hisself ‘cause the world done whipped him so! When you starts measuring somebody, measure him right, child, measure him right. Make sure you done taken into account what hills and valleys he come through before he got to wherever he is” (Hansberry 1178). Although Mama’s English is poor, the moral of what she said was still pushed across and that is all that matters. The diction further enforces the setting of the play. African Americans had just as much right for their shot at the American dream as the whites did, and through the use of writing African Americans were able to get the idea across. Writing allowed them to get their viewpoints across and served as a type of inspiration to its readers to actually go out and let their voices be heard.
Harlem soon became known as the “capital of black America” as the amount of blacks in this community was very substantial. Many of the inhabitants of this area were artists, entrepreneurs and black advocates with the urge to showcase their abilities and talents. The ...
Before taking African American Literature I never really thought about the impacts that poetry, songs, stories or folktales really had on society. Rap has never been something I enjoyed and reading has never been overly interesting to me, and finding stories that interested me and caught my attention have been difficult. Throughout this class I have learned a lot about the actual influences of African American literature, while also finding stories that were more than interesting to read. Without African American art and literature society, today, would be so much different. In the “City of Refuge” white people took over black culture like jazz and poetry and twisted it into their own style. Without that “colorful” and inspiring art white people would have never been able to do something more. Slavery would still exist or it may not because the colored man or woman would cease to exist. “Stranger in the Village” would instead be titled “Tourist Visits Village”, because instead of it being a story about a black man in a village, it would be a news article about another white man strolling through a new town. “Chicago Heat”
The Harlem Renaissance was a cultural movement during the 1920s and 1930s, in which African-American art, music and literature flourished. It was significant in many ways, one, because of its success in destroying racist stereotypes and two, to help African-Americans convey their hard lives and the prejudice they experienced. In this era, two distinguished poets are Langston Hughes, who wrote the poem “A Dream Deferred” and Georgia Douglas Johnson who wrote “My Little Dreams”. These two poems address the delayment of justice, but explore it differently, through their dissimilar uses of imagery, tone and diction.
Laurence Hill’s novel, The Book of Negroes, uses first-person narrator to depict the whole life ofAminata Diallo, beginning with Bayo, a small village in West Africa, abducting from her family at eleven years old. She witnessed the death of her parents with her own eyes when she was stolen. She was then sent to America and began her slave life. She went through a lot: she lost her children and was informed that her husband was dead. At last she gained freedom again and became an abolitionist against the slave trade. This book uses slave narrative as its genre to present a powerful woman’s life.She was a slave, yes, but she was also an abolitionist. She always held hope in the heart, she resist her dehumanization.
It is impossible for anyone to survive a horrible event in their life without a relationship to have to keep them alive. The connection and emotional bond between the person suffering and the other is sometimes all they need to survive. On the other hand, not having anyone to believe in can make death appear easier than life allowing the person to give up instead of fighting for survival. In The Book of Negroes by Lawrence Hill, Aminata Diallo survives her course through slavery by remembering her family and the friends that she makes. Aminata is taught by her mother, Sira to deliver babies in the villages of her homeland. This skill proves to be very valuable to Aminata as it helps her deliver her friends babies and create a source of income. Aminata’s father taught Aminata to write small words in the dirt when she was small. Throughout the rest of the novel, Aminata carries this love for learning new things to the places that she travels and it inspires her to accept the opportunities given to her to learn how to write, read maps, and perform accounting duties. Early in the novel Aminata meets Chekura and they establish a strong relationship. Eventually they get married but they are separated numerous times after. Aminata continuously remembers and holds onto her times with Chekura amidst all of her troubles. CHILDREN. The only reason why Aminata Diallo does not die during her journey into and out of slavery is because she believes strongly in her parents, husband and children; therefore proving that people survive hardships only when they have relationships in which to believe.
Racism and the sense to fulfill a dream has been around throughout history. Langston Hughes’s poems “Harlem” and “I, Too” both depict the denial of ethnicity mix in society and its impact on an African American’s dream. James Baldwin’s “Sonny’s Blues” uses jazz music to tie the belief of one’s intention and attainment to the black race. The two main characters are different in a way of one fitting into the norm of the American Dream and the other straying away from such to fulfill his own dream. All three pieces of writing occur during the same time in history in which they connect the black race with the rejection of the American Dream and the opportunity to obtain an individual effort by a culture.
Like the story would be hard to follow if it was set in a different time period or even a different part in the world, the reader would be so confused and lost. This story’s setting being in Harlem in the late 1930s makes the reader understand why the black people don’t like the white people. The reader feels pulled into this story as they read it because Hughes really makes you think about what’s going on.
During the 1960s, the African-American people were in racial situations due to their “lowered status”. They had no control over the strong beliefs in segregation, which “is characterized by a mixture of hope and despair.” (Nordholt) African-Americans, like normal people, had strived to achieve set goals. Unfortunately, their ethnicity was what inhibited them from accomplishing their dreams. In Lorraine Hansberry’s A Raisin in the Sun, the author conveys the theme of the seemingly trivial efforts of the African-American people in their individual pursuits for a satisfactory life lead each person down a road of self-discovery that reveals an indefinite amount of truths, which transform their promising hopes into unachievable fantasies. By using powerful characterization, Hansberry creates characters with contrasting personalities dividing their familial hopes into different dreams. With the use of symbolism, each character’s road is shown to inevitably end in a state where dreams are deferred.
1920’s Harlem was a time of contrast and contradiction, on one hand it was a hotbed of crime and vice and on the other it was a time of creativity and rebirth of literature and at this movement’s head was Langston Hughes. Hughes was a torchbearer for the Harlem Renaissance, a literary and musical movement that began in Harlem during the Roaring 20’s that promoted not only African-American culture in the mainstream, but gave African-Americans a sense of identity and pride.
“I’d rather be a lamppost in Harlem than Governor of Georgia.” (Watson 14) Why would such a phrase become the saying amongst colored people of the early twentieth century? In Harlem, New York, before there was a revolution full of art, music, and innovation the majority of blacks were treated with disgrace. It was not until the 1920s and 30s, when the renaissance was at its prime, did the white’s attitudes slowly begin to change. W.E.B. Dubois, Langston Hughes, and Shuffle Along were just a few of the well-established Harlem people and products that earned their title and credibility in the twentieth-century. Harlem provided an area free of discrimination where whites and blacks could bond over the arts. The Harlem Renaissance led to an uprising in the black spirit encouraging the outburst of the Civil Rights Movement.
...he past, but Douglass and Precious can use their connections with the past as means to avoid its mistakes. So all three find a personal use for what once was reality as a promise for a more fulfilling reality in the future. And in a certain sense, all three find emancipation through their disparate relationships with literacy.
The civil rights movement may have technically ended in the nineteen sixties, but America is still feeling the adverse effects of this dark time in history today. African Americans were the group of people most affected by the Civil Rights Act and continue to be today. Great pain and suffering, though, usually amounts to great literature. This period in American history was no exception. Langston Hughes was a prolific writer before, during, and after the Civil Rights Act and produced many classic poems for African American literature. Hughes uses theme, point of view, and historical context in his poems “I, Too” and “Theme for English B” to expand the views on African American culture to his audience members.
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.
This image is the author’s perspective on the treatment of “his people” in not only his hometown of Harlem, but also in his own homeland, the country in which he lives. The author’s dream of racial equality is portrayed as a “raisin in the sun,” which “stinks like rotten meat” (Hughes 506). Because Hughes presents such a blatantly honest and dark point of view such as this, it is apparent that the author’s goal is to ensure that the reader is compelled to face the issues and tragedies that are occurring in their country, compelled enough to take action. This method may have been quite effective in exposing the plight of African-Americans to Caucasians. It can be easily seen that Hughes chooses a non-violent and, almost passive method of evoking a change. While Hughes appears to be much less than proud of his homeland, it is apparent that he hopes for a future when he may feel equal to his fellow citizens, which is the basis of the “dream” that has been
Hughes, Langston. "Harlem." [1951] Literature. 5th ed. Eds. James H. Pickering and Jeffery D. Hoeper. Upper Saddle River, NJ: Prentice, 1027-28.