Langston Hughes: 3 Poems Essay

building of racial pride is a concept that has surfaced through recital quite often. Due to the nature of colonialism, slaveholding and it effects, the inclination of racial pride under pressure, with citizenry creating their own racial identity within a different cultural setting, is often one of craziness and loneliness. During the critical eras such(prenominal) as the Harlem Renaissance and the well-bred Rights Movement, we find the work and effort of m some(prenominal) of the great(p) African-American writers similar Langston Hughes, whose work often cover the topics of racial pride and the outcry against racism and injustice. We leave behind look at tether of his poetrys which reflect a different aspect of the historical African-American situation. fore for English BThis is a poem that explores the prison term when Langston Hughes was in college, and had to write about anything that came from the heart. In uncoiled style, searching in his soul, the poet finds an ex pression that reflects circumstances and perceptions that cerebrate on the self, and existence as an African-American. Hughes runs through such normal activities such as going al-Qaeda and listing what he homogeneouss and what he wants. He raises an fire crux thenI guess universe colored doesnt make me non standardisedthe same thing other folks like who are other races.So de digress my summon be colored that I write? universe me, it will not be vacuous.But it will bea case of you, instructor.You are white (25-31)This is an interesting statement in that it draws the distinction among world white and being colored, a haunting issue that crops up often in racially oriented writing. It reflects on the instructor of the class being white and instructing a colored man. Although there is no real evidence to support a construct for resistance or defiance to this, the fact corpse implied that Hughes makes this distinction, nevertheless without promoting resentment, states th at he likes what other folks like who are other races (26). The lines that follow reserves the recompense to have pride in being colored, without submitting to lacking to be what like other races. Hughes cements this notion in lines 32-38, stating a communal, patriotic element of cooperationyet a protrude of me, as I am a part of you.Thats American.Some clock perhaps you get int want to be part of me.Nor do I often want to be part of you.But we are, thats trueAs I learn from you,I guess you learn from me opaque FragmentThis poem comes from a period of Hughes flavor that explored the belief of Africans displaced from the African continent. He effectively simulates a sense of longing by drawing from the base of an unexplained feeling, of songs that come from far away. He advances the idea that Africa leaves its imprint even long subsequently the throng have been moved from there, cementing the echo thereof with three lines (1-3, 21-23)So long.So far awayIs Africa.another(pr enominal) interesting thing that he recalls here is the expiry line, 24, that expresses his connection or kinship with Africa, even after all the time separated Dark face. Hughes promotes the idea here that, although the African-Americans find themselves becoming culturally part of American society in some phase or another, the call of Africa had imprinted itself on all the African-Americans who could travel along their history to the dark continent, leaving an permanent effect. republicWith this poem we find Hughes focusing on the substance of democracy, of the system that is supposed to uphold the freedom and individual rights of every world being, irrespective of skin color. This poem draws strongly on the period of American history demarcated by the Civil Rights Movement, and Hughes is quite firm in his sympathetic beliefs here, stating rights equal to that of any other human being. This is expressed most clearly in lines 5-9I have as much rightAs the other fellow hasTo s tandOn my devil feetAnd own the consume.The essence of land can be compared to the idea of African-Americans having been displaced, taken from their past and their homes. Equal rights would fee-tail that African-Americans would also be able to own land in America and thus reverse part of American society be part of the bodied whole, just as every other American is, regardless of skin color or race. The push to compel their rights, and the struggle that would invariably be necessary, is encapsulated in lines 15-18FreedomIs a strong seed placeIn a great need.Hughes furthers and finalizes the argument of equality, the pray to be heard and accepted, as well as the need for individual freedom not found on race through lines 19-21I outlive here, tooI want freedom provided as you.In closingThe contributions made by Langston Hughes, not only in poetry but also in other forms of writing, have become a written testament to the troubling times that African-Americans underwent before they finally secured the equal rights they sought so hard to achieve. Hughes reflects every facet of growing up and living as an African-American in a marginalized, mostly white environment. The poems discussed show Hughes pride in his race, and his refusal to submit and be subverted. Where there is a jolly everyday feel to Theme for English B, we find a core focus that explains unity, instead than forcing division by showing that white and black Americans are so very different. In black Fragment, Hughes explored the unconscious aspects that shape the longing of African-Americans, the yearning post to Africa, and in Democracy we return again, with a micro more force and directness, to the issue of equality and integration. It should be argued though, as Hughes was wont to point out, that this integration would not be accomplished through subversion, but on terms that make space for the African-American, or any other race to thrive and flourish in a unified, collective whole, wit hout prejudice or injustice.