Theme Of Like A Winding Sheet

Marxist literary criticism as defined by Peter Barry approaches a literary text through terms introduced in Karl Marx’ and Friedrich Engels’ Communist economic theory. Their jointly written text titled The Communist Manifesto called for a society with “state ownership on industry… rather than private ownership”. The social theory later became known as Marxism. As stated in Barry’s text, “The aim of Marxism is to bring about a classless society, based on the common ownership of the means of production, distribution, and exchange” (156). One of the theory’s main aspects looks to the “exploitation of one social class by another. The result leaves one class alienated.” Central to Marxism is a belief in its ability to change the material world, which it theorizes. According to Marxist theorists, only through conflicts between the bourgeoisie and the proletariat, can the status quo positively change (157).

Social protest is defined as a strong reaction to another human’s actions. In the novel, The Grapes of Wrath, there are many instances of social protest that are shown in many different ways, whether they be blatantly obvious or extremely subtle, and John Steinbeck introduces many different characters to spark these reactions from the lower class through unfair practices. In particular, Steinbeck displays the differences in social classes to point out that institutions are responsible for the suffering that the Okies, the lower class, must go through.

In past times, racism and economic injustice headline the many problems that present themselves to society. Some people accept the horrors that appear with the issues while others take actions to change the issues for the better. August Wilson reveals that in his play Fences.” Written in 1957, Wilson’s play portrays an African American family during the time of the civil rights movement who struggle to reach the self-proclaimed American Dream in the United States (Wilson 963-1018). The protagonist, Troy Maxson, is influenced by Wilson’s stepfather, David Bedford (Martin and Downing). During the civil rights movement, African Americans carried few to no rights as an American citizen, presenting controversy to the world of political science and economic power. Wilson also contributes to the theory of Marxism in Fences. Introduced by Karl Marx, Marxist Criticism paints an identical picture of the way society reveals itself in the twentieth century. “Marx’s main interest was in economic power and the ways in which it disguised and manipulated.” (Schakel and Ridl 1455). Wilson incorporates those views into his play Fences. Wilson also reveals his intake on the views of Marxism. “Today I would say that the conflict in black America is between the middle class and the so-called underclass, and that conflict goes back to those who deny themselves and those who aren’t willing to (Lyons 1024).” The author believes that African American struggle contributes to the theory of Marxism.

Johnson depicts the Negro in Harlem as a peculiar people. She says, “Why urge ahead your supercilious feet? /Scorn will efface each footprint that you make.” She continues on to say, “Your shoulders towering high above the throng, /Your head thrown back in right, barbaric song/Palm trees and mangoes stretched before your eyes, /Let others toil and sweat for labor’s sake, /And wring from grasping hands their meed of gold. and (stanzas 6-8), (p1372).

In the reading, Jones explores the relationship between class, race, and gender. She states that African Americans, in general, are oppressed, however, black women

Negroes do not like it in any book or play whatsoever, be the book or play ever so sympathetic in its treatment of the basic problems of the race. Even [if] the book or play is written by a Negro, they still [would] not like it” (Henry). In addition, John Wallace believes that the word “nigger” is so offensive that he rewrote the novel without the word “nigger.”

Citizens, black man has no rights in which the White man is bound to respect ( Dred Scott 1857) Page15)

and then continued to follow Carl and Gregory down the block chanting ?Nigger? would be an excellent example of blatant racism. Many other examples of blatant racism were found throughout the book, such as after the basketball game ?the fans threw rotten vegetables, popcorn boxes, and empty Coke cups at us. Then one group near the exit began chanting. ?Niggers!? ?Niggers!? Outside the stadium as we waited for the bus, a small crowd of boys shouted. ?Niggers go home!? (Williams, 220).

To engage a large audience, Staples appeals to readers with his use to two different points of views throughout the essay: societal views and black views. Staples tries to connect with the readers by giving examples of unconscious thoughts that run through the minds of most people when in the same situation as the “white women.” In his opening sentence, Staples calls the women a “victim.” In her own eyes, she herself was “victim” due to the influence of generalized stereotypes presented in our culture. She becomes quick to judge based on Staples appearance: his skin tone. Because of his color, his every action becomes nothing but threats and anxiety on the women. “She casted a back worried glance. To her, the youngish black- broad six feet two inches with a beard and billowing hair, both hands shoved into the pockets of a

Unfortunately for Randall Kennedy this limerick held no connotation that he wished to acknowledge, as he recites his Mother’s words, he finds himself in war with a word, a word that for every African-American is at the core of inflicted pain; Nigger. Kennedy narrates his Mother’s experience during the era of the Jim Crow segregation,

The dominant white male of the story speaks the following statement, "Now I like the colored people, and sympathize with all this reasonable aspirations; but you and I both know, John, that in this country the Negro must remain subordinate and can never expect to be equal of white men" (373). This is a fundamental sentiment that white people in the American society during that time held on to. In this essay W.E.B DuBois shows how this black man, John, was treated in his hometown after returning home with a college education. Both blacks and whites reject his new views. However, to whites the black John represents a devaluing of the college education. If a black person can have a college degree, then having a college degree must not have value. After this reaction from society John started to think, "John Jones, you're a natural born fool" (369). This behavior from society kept the average black person stagnant, and unmotivated.

The woman who raised and loved him did not know him any longer. This is one of many instances that illustrates the white society’s “lack of mercy and compassion” (22). Malcolm X blames whites for robbing his mother’s dignity, for separating his siblings, and for “disintegrating” his home and unity. Therefore, Malcolm X states he has no compassion for “a white society that will crush people” (22). The word “crushed” imparts the same horror he feels on the audience to illuminate the extremity of racism so that the audience can sympathize with his reasoned anger. Being called the ‘n-word’ in his life is another factor in Malcolm X’s belief that white society is demeaning to blacks. When Malcolm X told his English teacher that he wanted to be a lawyer, she replied, “That’s no realistic goal for a n-word” (118). The teacher’s statement is a clear portrayal of the widely accepted sentiment in that time period that African Americans are too incompetent to have good jobs and have ambitions. As a result, this incident deeply affected Malcolm X and has contributed to his disapproval of blacks being servile in a white society. Malcolm X appeals to the audience 's sense of horror and hatred by sharing his experiences in order for paint a more illuminated picture of racism.

A big man took me by the arm and pulled me to the door. “We don’t serve niggers.” He said.” They were all stripped of their dignity, hope and faith.

Mrs. Harrison believes that black people have to earn the white people’s respect, trust, freedoms and equality. Mrs. Harrison says to Bob, “You mustn’t think in terms of trying to get even with them, you must accept whatever they do for you and try to prove yourself worthy to be entrusted with more” (52). She states that if black people work hard enough, the white people will reward them. She also wants the black community to wait for the white people to “give” them something better, to accept what the white people “do for them.” She compares the idea of black and white people equality to communism. She tells Bob that he needs to make himself worthy of respect. “You know yourself, Bob, a lot of our people are just not worthy, they just don’t deserve anymore than they’re getting” (52). These comments illustrate how class has a great influence on Mrs. Harrison’s point of view on race. Without having to work and being rich, she is ignorant of the racial discrimination that a day to day skilled worker of Bob’s color has to go through. Like her daughter Alice, Mrs. Harrison has been given special treatment by the white people for her lighter skin, and her social and economic class.

When Carver mentioned “Marta no longer saw just groups of carefree people inside the apartments; at times there were even some businesses where the employees, in black or blue aprons, were sitting at desks in long rows” (Buzzati 2). During her fall, she observed the shift between the wealthy and those who are impoverished. The building as a whole depicted class division where the rich were dominant known at the top of the hierarchy and others working hard placed at the bottom.