Invisible Man Themes

The two poems by Langston Hughes “Theme for English B” and “ I, Too” both identify racism that permeates all stations of life. In both texts, Hughes represents the two speakers as African Americans and identifies how one tries to elevate himself through education and the other individual remains trapped at a lower station. In the poem “Theme for English B” skin colour and all that it represents emerges when the speaker searches for his identity as well as what is the truth about his abilities. The speaker expresses his view in how he deals with his white counterparts (the instructor). “I, Too” centers on the idea of racial oppression, looking at how whites do not recognize blacks as equals and how this affects the individual. Yet the texts attempt to show the basic human similarities between African Americans and white people despite their perceived differences and societal segregation. The two speakers within the poems struggle with their own self-worth in relation to their colour. The similarity between the two speakers is that they approach their issues confident in their capabilities and futures. The two speakers differ in that they appear to have different stations in life; servitude versus achieving higher education, yet both struggle with self-worth.

Through his poem “Theme for English B”, Langston Hughes expresses his will to exterminate discrimination by proving that despite different skin colors, Americans all share similarities and learn from each other. Langston wrote the poem in 1900, when black Americans were not considered Americans. He talks about a black student being assigned to write a paper about himself. The audience is thus the student’s professor – the representation of the white Americans. Since the professor said: “let that page come out of you---Then, it will be true.”, the student began wondering “if it’s that simple”. He then describes himself to explain why it isn’t simple: he is “twenty-two”, “the only colored in class”, and lives in the poor community Harlem.

This paper will illustrate how the Harlem Renaissance assisted the African-American intellectual community to gain acceptance in mainstream America and prompted the writing of the book The Invisible Man, written by Ralph Ellison. Throughout this paper, I will examine the social context and climate of Ellison’s work. This paper will focus on the experience of a young African American man who claims to be invisible. However, the young man argues that his invisibility is not due to his wish but arises from society’s failure to notice him. This young man who is also educated captures his frustrations and struggles in order to survive in a predominantly racist society. Additionally, this paper will illustrate how the Harlem Renaissance afforded African-American artists like Ellison to provide an extraordinary opportunity for the African- American community to recall their experiences in a not so embracing America where deeply entrenched racism had been woven into the fabric of American society (Callahan, 2004).

As time has passed humanity still tends to separate each other based on our racial being rather than seeing each other as one human race. Langston Hughes’s, “A New Song,” published in 1938 introduces the idea of a new vision of social relations in American society. Hughes’s original version of this poem written in 1933, does not encompass his growing anger on this subject that is dwelled upon in his published version. However, with Hughes’s powerful tone and word choice throughout his 1938 rendition, his reader is able to understand his urge to transform America into an interracial culture. (Central Idea) His poem voices the importance of transforming society into a multiethnic unity and working-class established through cultural ties between whites and blacks. (Thesis) Hughes voices this crucial need to change through his emphasis on African American’s past struggles as opposed to the new dream, his militant tone, and through expressing the role that the establishment of cultural ties plays in society.

The survival of the Black American family is a revolutionary act. The system of slavery purposefully separated and destroyed black families. Yet, in the face of obstacles, the Black family as an institution survived. Langston Hughes and Robert Hayden show the power of connection, love, and learning between the Black parent and the Black child. Many Black poets write about the Black experience in America, but few capture the interactions between Black parent and Black child the way Langston Hughes and Robert Hayden do in their poems “Mother to Son” and “Those Winter Sundays”, respectively. Langston Hughes and Robert Hayden use metaphors and imagery to portray the lessons Black children learn from Black parents.

While reading literature, we manage to forget that they have true roots to what is being written and what they actually represent. When looking at the similarities of how literature is represented it obvious to see that there are certain socially constructed groups presented. Although these socially constructed groups do vary throughout literature, they still tend to be very similar. In Alice Walker’s short story “Everyday Use,” Lorraine Hansberry play “A Raisin in the Sun,” and Langston Hughes’s poems “Harlem” and “Theme for English B” they evaluate the social construction of African Americans. What makes these authors so alike is the similarities that they share; being that they were all born in the early 1900’s, are all of African American ethnicity, and acknowledge the social construct of African Americans in these works. Looking at each of these works of literature they represent the struggles that African Americans faced when trying to be seen as equal, by allowing these works to be shown in different insights towards the battles faced in their movement towards being seen as equal.

There have been many cases of social injustice on a number of occasions in the expansive history of the United States. The oppressions of the early movements for women’s suffrage and the relocation and encampment of Native Americans are two of many occurrences. Around the middle of the 20th century, a movement for equality and civil liberties for African Americans among citizens began. In this essay, Notes of a Native son James Baldwin, a black man living in this time, recalls experiences from within the heart of said movement. Baldwin conveys a sense of immediacy throughout his passage by making his writing approachable and estimating an enormous amount of ethos.

    There are not many novels that can produce such a feeling of both sorrow and jubilation for a character as Ralph Ellison's Invisible Man. There is such a wide range of emotions produced by the novel that it is impossible not to feel both ways. Invisible Man is a wonderfully well written novel about an African American living in pre civil rights America. The novel is an excellent example of a bildungsroman, a character finding himself as the story progresses. The narrator (invisible man) starts off a naive college student and ends with the young man realizing that his world has become that of "infinite possibilities." Ellison's writing techniques include that of visual imagery, irony,

He explains, “I was only an American Negro—who had loved the surface of Africa—but I was not Africa. I was Chicago and Kansas City and Broadway and Harlem. I was not what she wanted me to be” (Hughes as quoted in Cobb 44). Hughes wants to make sure people are aware that the life and culture of African Americans differ drastically from the romantic view of the Negro in Africa. In his poem “Mother to Son,” Hughes provides the story of struggle, poverty overcame by hard work, and hope for a more dignified life for the entire African American people (Niemi 1). Hughes recognizes that despite being oppressed, the black community is strong enough to empower itself with determination to succeed. When discussing working-class life, Hughes consistently “asserts blacks as fully complex, fully human, and equals in the American democratic experiment” and does not play into the thought that blacks should be kept down (Sanders 107). Langston Hughes’ “concern for the lives and oppression of poor and working-class blacks” is apparent in most of his work (Sanders 107). Through his writing he makes the population aware of the deep-set oppression put upon the black community.

Langston Hughes is one the most renowned and respected authors of twentieth century America not simply one of the most respected African-American authors, though he is certainly this as well, but one of the most respected authors of the period overall. A large part of the respect and admiration that the man and his work have garnered is due to the richness an complexity of Hughes' writing, both his poetry and his prose and even his non-fictions. In almost all of his texts, Hughes manages at once to develop and explore the many intricacies and interactions of the human condition and specifically of the experience growing up and living as a black individual in a white-dominated and explicitly anti-Black society while at the same time, while at the same time rendering his human characters and their emotions in a simple, straightforward, and immensely accessible fashion. Reading the complexity behind the surface simplicity of his works is at once enjoyable and edifying.

In the fight for equality, people of color often feel isolated and separated from those whose privilege reinforces their oppression. However, there are and always have been white people who see the inequalities that are practiced in society and speak out against them in hopes of reaching equality for all. Langston Hughes used his voice in poetry to express his experience as a black man in the United States during the Civil Rights Movement, and his is a household name. There is no doubt that his words have power. The reader expects to feel his experience and gain empathy and understanding through his poetry. In his poem, “Let America Be America Again,” Hughes presents his experience of American life in a powerful contrast to the experience

The book’s character’s main problem is finding individuality in racism. For the duration of the book, the narrator is constantly fighting racism and stereotypes. Ellison put many examples in the book to help show the character’s fight to be seen equal. Ellison shows that, through the character himself, that you can not tell people who to be. However, Ellison throws curves at the narrator that challenges

The theme I chose for this novel is about a man searching for his identity and not sure about where to turn to define himself.

The Invisible Man has many possible themes. There are multiple examples of different themes in the novel. Most of them can almost fall under the same idea. The main theme for the novel is how excessive greed can have unintended consequences. The main character, Griffin, goes mad with the power of being invisible. It gets to the point that he is not even trying to just stay hidden anymore, he is just trying to cause as much mayhem in the country as possible.

In chapters 2-4 of Ralph Ellison’s Invisible Man, the narrator is now enrolled in an historically black college and feels both as if he owes something to the black community back home and that he is superior to them. Through his interactions with Mr. Norton, Trueblood, and the veteran, it is revealed just how severely entrenched the narrator and his student peers are in their complex of internalized racism.