These two short tales, Sonny Blues by James Baldwin and Everyday Use by Alice Walker, demonstrate the complexity of human strife while also depicting the bonds between siblings. They show how siblings can feel love and hate for one another, a shared experience among sibling relationships. Relationships between siblings and educational practices are shaped by the identities of both sets of parents in addition to cultural norms.
Sonny Blues plot concentrates on Sonny, a young man who grew accustomed to his friends and societys drug use, in contrast to his brother, who was a teacher with his own family. The narratives main focus was on the familys relationships, trials, and the never-ending cycle of pain. The story was narrated from the perspective of Sonnys wealthy brother, who wished Sonny the best. The storyteller is Sonnys brother, and the setting occurred in a rural region of Harlem, New York, in the 1950s (Baldwin & Kirby, 1957). The expressiveness of the voice was inspired by blues music. The narrator of the narrative, who believed it was his responsibility to care for his younger brother, found himself in a situation where his sibling used music to bring them closer together. The irony was that the narrator believed it was his responsibility to care for his younger sibling. The author wrote with warmth and affection, according to the reader.
The plot progression of Everyday Use uses traditional narrative devices such as flashbacks, foreshadowing, and escalating tension. The story revolved around a central subject centered on resistance, tradition, and heritage. The mother was the storys narrator, which was told from the first-person point of view. The story took place in a rural part of Georgia in the early 1970s, when African Americans had difficulty finding their cultural identities (Walker, 1973). The voice was told forcefully to transmit their opinions and that they would not be hushed. The irony of the situation was that even though Dee had a limited understanding of what it means to have heritage, she still believed that her family could not fully appreciate the breadth of their past. The narrative is said to have a tone that is reflective yet anxious at the same time.
References
Baldwin, J., & Kirby, G. (1957). Sonnys blues (pp. 175-206). Klett.
Walker, A. (1973). Everyday use. Rutgers University Press.
Everyday Use by Alice Walker, which depicts the situation of a rural American south family, is one of the widely studied and regularly anthologized short stories. The story is set in a family house in a pasture and it is about an African-American mother, Mama Johnson, and her two daughters, Maggie and Dee.
Mama, who grew up during the early twentieth century, is the main character in the story since she narrates it. She is portrayed as struggling to embrace the culture of her daughter Dee. Dee got an advanced education in Augusta Georgia before moving to work in an urban set up. Maggie, who is portrayed as the less fortunate one, stayed with her mother while Dee was going to school. The author uses her talent in writing to illustrate the difficulties encountered by African-Americans, particularly those of the females.
Currently, there are marked similarities and differences between families living now and those who lived in the past. Although there may be disparity in setting, several family issues as well as situations are similar. In addition, most families still cherish and hold certain things sacred. An example of these is culture. In this present world, most households are still interested in knowing the background they came from.
This is inclusive to both parents and their children. However, it is important to note that the significance of culture to a family is varied. A number of people take the position that their actions are dictated by their ancestral traits. For instance, a person may perceive that he or she may have inherited a character trait such as being cunning from a past relative. Even though, some other individuals have not developed the interest of knowing their family backgrounds.
The representation of family backgrounds in Everyday Use is what makes this literary work unique and worthwhile. As Walker intertwines a story about the African culture and its role in one familys life, she succeeds in portraying it differently through the eyes of Mamas daughters.
Both Maggie and Dee (Wangero) have contrasting traits and both hold diverse viewpoints regarding the quilts. Mama serves the purpose of connecting her two daughters. Nevertheless, she is depicted to be closer to Maggie. This is because the two have similar behavioral traits.
Maggie and her mother hold the opinion that ones culture is based on a foundation of inherited objects as well as methods of thinking. On the other hand, Dee views culture as something that is no longer relevant in the modern society since it has been washed away by history.
The most central point is that the culture depicted in the short story is focused on learning and education. More so, the thoughts possessed by the different characters played a pivotal role in shaping the culture they depended on. Therefore, the varied viewpoints concerning African American culture result in the tension evident throughout the short story.
By the use of the technique of contrasting the characters and their opinions in the story, the author succeeds in demonstrating the significance of comprehending our present life in relation to the culture that our own people practiced in the past.
Through calculated descriptions and attitudes, the author illustrates the factors that have a say in the values of an individuals heritage and culture. Walker shows that they cannot be symbolized through the possession of objects or mere appearances. She emphasizes that the lifestyle and attitudes of an individual are the ones capable of symbolizing them.
In the short story, the author personifies the various aspects of culture and heritage. She achieves this in portraying the contrast between Dee and her mother. Mrs. Johnson and Maggie can be said to represent the relationship between generations and culture that passed between them since their actions are based on traditions and what they learnt from their past ancestors.
The author also represents Maggie as a type of culture to her mother herself, and the traditions were passed to her through teaching. As Dees mother makes it clear to her, Maggie is conversant with her heritage, She can always make some more; Maggie knows how to quilt (Missy and Merickel, 454).
However, it is interesting that Dee does not take the initiative to know whether her sister is able to make quilt. Maggie demonstrates the trait of vulnerability. This makes her to be extremely uncomfortable through her inward and outward appearance. Maggies actions demonstrate how she is self-conscious. As Mama puts it, She will stand hopelessly in corners, homely and ashamed of the burn scars down her arms and legs (Missy and Merickel, 449). Most of the time, Maggie liked to keep to herself and follow instructions.
In the story, both Mama and Maggie are portrayed to be living in a run-down home and both of them were not educated in schools. They claim to have received teaching by means of another tradition assisted by their ancestors. The learning they received from their surroundings is out of reach of the present day society. Although Mrs. Johnson had few intentions of pursuing further education just like her daughter, Dee, she only managed to reach second grade (Missy and Merickel, 451).
Nonetheless, she seems to be contented with her own education, which she had acquired from the ancestors. Maggie just adhered to what she was told, chose to stay where she was born, and envied his sisters outward appearance. By living with her mother, she learnt the skills of life by means of the experiences of her ancestors. Her mother also taught her some traditions.
Culture through the traits of Dee is depicted in a different way from her mother and sister. Dee represents culture in the materialistic and complex context, which ought to be observed and looked upon, but not experienced. The way Dee handles herself is enough to shed more light on her perception about culture and heritage. As the story starts, the narrator takes time to tell the reader how the two sisters were different from one another.
Dee is described as lighter than Maggie, with nicer hair and a fuller figure (Missy and Merickel, 450). Mama says that she is self-assured and beautiful. These attributes differentiates her from Maggie and Mrs. Johnson who were scared and rough respectively. Dee was known to portray a different character, She wanted nice things. At sixteen she had a style of her own: and knew what style was (Missy and Merickel, 450-451).
She pursued further education away from her homeland. This depicts her as wanting to reach to the society in order to be famous. Mama was aware of the determination of her daughter, She was determined to stare down any disaster in her efforts. Her eyelids would not flicker for minutes at a time (Missy and Merickel, 450-451).
During the visit, which stood for her misconception on heritage and culture, Dee endeavored to reconnect with her traditional roots (Cowart, 180). The visit took place during the period of emerging black awareness and empowerment. Since it had taken years before coming home, she embraced the new lingo and style that was demonstrated by the modernized black women then.
She accompanied herself with a partner called by an Islamic name, Asalamalakim. Moreover, she now prefers to be called Wangero Leewanika Kemanjo. Here, the reader gets a sense of the disappointing behavior of Dede to her close relations. One anticipates that she will come back to herself before the culmination of the short story in order to realize her mistake.
To welcome her daughter home, Mama has prepared various delicacies. Among the various foods prepared, Dees partner did not prefer to consume collards and regarded pork as not clean. However, the others consumed everything. After sometime, Dee started to trouble her mother with various questions pertaining to the household furnishings, their value, as well as their age. The household cherished pictures that were taken in front of the home.
The churn top, which was constructed by Dees late uncle, served a historical purpose in the household. Dee considers these items as part of her culture. However, she did not think of them in that perspective while she was growing up. Her perception then was meant to illustrate how she is rooted in her culture.
It was to give an indication to her family members as well as her to her so-called friends, I can use the churn top as a centerpiece for the alcove table, and Ill think of something artistic to do with the dasher (Missy and Merickel, 453). Mrs. Johnson gave permission for her daughter to take these items because she did not consider them as valuable as the quilts.
The peak of the story comes when Dee demands the quilts from her mother. She preferred the old handmaid quilts to the ones stitched by machine. Since the quilts were promised to Maggie when she will eventually marry John Thomas, her mother tried to persuade her to go for the newer ones.
After these arguments, Dee becomes angry and childish, and cries out that her sister will not be able to appreciate the old quilts. She says that Maggie would probably be backward enough to put them to everyday use! (Missy and Merickel, 454).For this reason, the title of the story reads Everyday Use. By this statement, Walker presents her unique argument whether or not culture ought to be safeguarded and displayed or incorporated into everyday life. A reader can assume that the phrase Everyday life relates only to the argument about the quilt.
However, deeper reading within the short story reveals that it concerns peoples culture and heritage and how they make the decision to preserve it or not. In the story, the author developed a critique of postmodern ideals. She also illustrates the detachable nature of symbols. In proposing to hang the quilts, Wangero would be taking them away from their everyday use. Therefore, their embedded contextual meaning would be lost.
Mrs. Johnson stood by her decision. Thereafter, Dee and her supposed boyfriend or husband leaves the home. This illustrates another central theme in the story: standing up for the right thing no matter the consequences. This should not be just for oneself, but for others also.
This is demonstrated by the way Mama stood by her decision not to let Wangero go with the handmaid quilts. Mrs. Johnson understood how much Maggie valued the quilts. She also understood that Wangero simply wanted the family belongings so as to keep up with the new African fashion.
Moreover, Dee just wanted to be popular. That is why she even changed her name, which was not the case when she was growing up. As the two visitors leave, Dee laments that Mrs. Johnson does not understand her own heritage. Dee also proposes to her sister to strive to make something out of herself. Eventually, Mama and Maggie, relieved, gaze at the car as it leaves. They then spend time together dipping snuff and they become conscious of the fact that they are the ones enjoying their lives as well as their cherished heritage.
The misunderstanding that is evident between Dee and Maggie concerning the right ownership of the quilts and their use is essential to the theme of the story. By this, the author is arguing that the responsibility for defining African-American heritage should not be left to the Black Power movement (White, para.16). Walker effectively argues that the Black Americans ought to take responsibility of their whole heritage, even the parts that seem to be hurting.
Mrs. Johnson symbolizes most of the African-Americans who did not know how to match their past with the civil rights movements that took place in the 1960s (Hoel, para.2). During that time, most Blacks were not at ease with the Black Power movement solution. The technique that the author uses to challenge the African-Americans to respect their heritage is what helps to define this piece of work as a literature of importance.
Everyday Use is an exact symbolization of the way of life of most Black Americans in the modern society. Among them, there are those who despise their history and pay less attention to their unprivileged peers. More so, they attempt to be popular and look for wealth in the capitalist world, which entails assertiveness and opportunism.
On the other hand, the rural south is slow and they esteem the importance of the family and culture. The conservative rural folks find it difficult to embrace the extremes of urbanism. At the same time, however, those who abandoned the traditional black culture are still trying to hold on it. They achieve this by having cultural artifacts, antiques, as well as souvenirs.
Walker uniquely presents this scenario in the short story, which is about African-American identity crisis and the place of their culture and values in the modern society.
Through the story, the author illustrates that it is impossible to change ones culture. This is because an individuals culture and heritage are passed on from one generation to the next. It cannot be acquired or, worse still, picked up all of a sudden. Therefore, Walkers point is clear: An individual who holds real heritage and culture is obliged to apply it each day of his or her life on earth.
Works Cited
Cowart, David. Heritage and Declaration in Walkers Everyday Use. Studies in Short Fiction 33 (1996): 171-84. Print.
Hoel, Helga. Personal names and heritage: Alice Walkers Everyday Use.
These two short tales, Sonny Blues by James Baldwin and Everyday Use by Alice Walker, demonstrate the complexity of human strife while also depicting the bonds between siblings. They show how siblings can feel love and hate for one another, a shared experience among sibling relationships. Relationships between siblings and educational practices are shaped by the identities of both sets of parents in addition to cultural norms.
Sonny Blues plot concentrates on Sonny, a young man who grew accustomed to his friends and societys drug use, in contrast to his brother, who was a teacher with his own family. The narratives main focus was on the familys relationships, trials, and the never-ending cycle of pain. The story was narrated from the perspective of Sonnys wealthy brother, who wished Sonny the best. The storyteller is Sonnys brother, and the setting occurred in a rural region of Harlem, New York, in the 1950s (Baldwin & Kirby, 1957). The expressiveness of the voice was inspired by blues music. The narrator of the narrative, who believed it was his responsibility to care for his younger brother, found himself in a situation where his sibling used music to bring them closer together. The irony was that the narrator believed it was his responsibility to care for his younger sibling. The author wrote with warmth and affection, according to the reader.
The plot progression of Everyday Use uses traditional narrative devices such as flashbacks, foreshadowing, and escalating tension. The story revolved around a central subject centered on resistance, tradition, and heritage. The mother was the storys narrator, which was told from the first-person point of view. The story took place in a rural part of Georgia in the early 1970s, when African Americans had difficulty finding their cultural identities (Walker, 1973). The voice was told forcefully to transmit their opinions and that they would not be hushed. The irony of the situation was that even though Dee had a limited understanding of what it means to have heritage, she still believed that her family could not fully appreciate the breadth of their past. The narrative is said to have a tone that is reflective yet anxious at the same time.
References
Baldwin, J., & Kirby, G. (1957). Sonnys blues (pp. 175-206). Klett.
Walker, A. (1973). Everyday use. Rutgers University Press.
Everyday Use by Alice Walker, which depicts the situation of a rural American south family, is one of the widely studied and regularly anthologized short stories. The story is set in a family house in a pasture and it is about an African-American mother, Mama Johnson, and her two daughters, Maggie and Dee.
Mama, who grew up during the early twentieth century, is the main character in the story since she narrates it. She is portrayed as struggling to embrace the culture of her daughter Dee. Dee got an advanced education in Augusta Georgia before moving to work in an urban set up. Maggie, who is portrayed as the less fortunate one, stayed with her mother while Dee was going to school. The author uses her talent in writing to illustrate the difficulties encountered by African-Americans, particularly those of the females.
Currently, there are marked similarities and differences between families living now and those who lived in the past. Although there may be disparity in setting, several family issues as well as situations are similar. In addition, most families still cherish and hold certain things sacred. An example of these is culture. In this present world, most households are still interested in knowing the background they came from.
This is inclusive to both parents and their children. However, it is important to note that the significance of culture to a family is varied. A number of people take the position that their actions are dictated by their ancestral traits. For instance, a person may perceive that he or she may have inherited a character trait such as being cunning from a past relative. Even though, some other individuals have not developed the interest of knowing their family backgrounds.
The representation of family backgrounds in Everyday Use is what makes this literary work unique and worthwhile. As Walker intertwines a story about the African culture and its role in one familys life, she succeeds in portraying it differently through the eyes of Mamas daughters.
Both Maggie and Dee (Wangero) have contrasting traits and both hold diverse viewpoints regarding the quilts. Mama serves the purpose of connecting her two daughters. Nevertheless, she is depicted to be closer to Maggie. This is because the two have similar behavioral traits.
Maggie and her mother hold the opinion that ones culture is based on a foundation of inherited objects as well as methods of thinking. On the other hand, Dee views culture as something that is no longer relevant in the modern society since it has been washed away by history.
The most central point is that the culture depicted in the short story is focused on learning and education. More so, the thoughts possessed by the different characters played a pivotal role in shaping the culture they depended on. Therefore, the varied viewpoints concerning African American culture result in the tension evident throughout the short story.
By the use of the technique of contrasting the characters and their opinions in the story, the author succeeds in demonstrating the significance of comprehending our present life in relation to the culture that our own people practiced in the past.
Through calculated descriptions and attitudes, the author illustrates the factors that have a say in the values of an individuals heritage and culture. Walker shows that they cannot be symbolized through the possession of objects or mere appearances. She emphasizes that the lifestyle and attitudes of an individual are the ones capable of symbolizing them.
In the short story, the author personifies the various aspects of culture and heritage. She achieves this in portraying the contrast between Dee and her mother. Mrs. Johnson and Maggie can be said to represent the relationship between generations and culture that passed between them since their actions are based on traditions and what they learnt from their past ancestors.
The author also represents Maggie as a type of culture to her mother herself, and the traditions were passed to her through teaching. As Dees mother makes it clear to her, Maggie is conversant with her heritage, She can always make some more; Maggie knows how to quilt (Missy and Merickel, 454).
However, it is interesting that Dee does not take the initiative to know whether her sister is able to make quilt. Maggie demonstrates the trait of vulnerability. This makes her to be extremely uncomfortable through her inward and outward appearance. Maggies actions demonstrate how she is self-conscious. As Mama puts it, She will stand hopelessly in corners, homely and ashamed of the burn scars down her arms and legs (Missy and Merickel, 449). Most of the time, Maggie liked to keep to herself and follow instructions.
In the story, both Mama and Maggie are portrayed to be living in a run-down home and both of them were not educated in schools. They claim to have received teaching by means of another tradition assisted by their ancestors. The learning they received from their surroundings is out of reach of the present day society. Although Mrs. Johnson had few intentions of pursuing further education just like her daughter, Dee, she only managed to reach second grade (Missy and Merickel, 451).
Nonetheless, she seems to be contented with her own education, which she had acquired from the ancestors. Maggie just adhered to what she was told, chose to stay where she was born, and envied his sisters outward appearance. By living with her mother, she learnt the skills of life by means of the experiences of her ancestors. Her mother also taught her some traditions.
Culture through the traits of Dee is depicted in a different way from her mother and sister. Dee represents culture in the materialistic and complex context, which ought to be observed and looked upon, but not experienced. The way Dee handles herself is enough to shed more light on her perception about culture and heritage. As the story starts, the narrator takes time to tell the reader how the two sisters were different from one another.
Dee is described as lighter than Maggie, with nicer hair and a fuller figure (Missy and Merickel, 450). Mama says that she is self-assured and beautiful. These attributes differentiates her from Maggie and Mrs. Johnson who were scared and rough respectively. Dee was known to portray a different character, She wanted nice things. At sixteen she had a style of her own: and knew what style was (Missy and Merickel, 450-451).
She pursued further education away from her homeland. This depicts her as wanting to reach to the society in order to be famous. Mama was aware of the determination of her daughter, She was determined to stare down any disaster in her efforts. Her eyelids would not flicker for minutes at a time (Missy and Merickel, 450-451).
During the visit, which stood for her misconception on heritage and culture, Dee endeavored to reconnect with her traditional roots (Cowart, 180). The visit took place during the period of emerging black awareness and empowerment. Since it had taken years before coming home, she embraced the new lingo and style that was demonstrated by the modernized black women then.
She accompanied herself with a partner called by an Islamic name, Asalamalakim. Moreover, she now prefers to be called Wangero Leewanika Kemanjo. Here, the reader gets a sense of the disappointing behavior of Dede to her close relations. One anticipates that she will come back to herself before the culmination of the short story in order to realize her mistake.
To welcome her daughter home, Mama has prepared various delicacies. Among the various foods prepared, Dees partner did not prefer to consume collards and regarded pork as not clean. However, the others consumed everything. After sometime, Dee started to trouble her mother with various questions pertaining to the household furnishings, their value, as well as their age. The household cherished pictures that were taken in front of the home.
The churn top, which was constructed by Dees late uncle, served a historical purpose in the household. Dee considers these items as part of her culture. However, she did not think of them in that perspective while she was growing up. Her perception then was meant to illustrate how she is rooted in her culture.
It was to give an indication to her family members as well as her to her so-called friends, I can use the churn top as a centerpiece for the alcove table, and Ill think of something artistic to do with the dasher (Missy and Merickel, 453). Mrs. Johnson gave permission for her daughter to take these items because she did not consider them as valuable as the quilts.
The peak of the story comes when Dee demands the quilts from her mother. She preferred the old handmaid quilts to the ones stitched by machine. Since the quilts were promised to Maggie when she will eventually marry John Thomas, her mother tried to persuade her to go for the newer ones.
After these arguments, Dee becomes angry and childish, and cries out that her sister will not be able to appreciate the old quilts. She says that Maggie would probably be backward enough to put them to everyday use! (Missy and Merickel, 454).For this reason, the title of the story reads Everyday Use. By this statement, Walker presents her unique argument whether or not culture ought to be safeguarded and displayed or incorporated into everyday life. A reader can assume that the phrase Everyday life relates only to the argument about the quilt.
However, deeper reading within the short story reveals that it concerns peoples culture and heritage and how they make the decision to preserve it or not. In the story, the author developed a critique of postmodern ideals. She also illustrates the detachable nature of symbols. In proposing to hang the quilts, Wangero would be taking them away from their everyday use. Therefore, their embedded contextual meaning would be lost.
Mrs. Johnson stood by her decision. Thereafter, Dee and her supposed boyfriend or husband leaves the home. This illustrates another central theme in the story: standing up for the right thing no matter the consequences. This should not be just for oneself, but for others also.
This is demonstrated by the way Mama stood by her decision not to let Wangero go with the handmaid quilts. Mrs. Johnson understood how much Maggie valued the quilts. She also understood that Wangero simply wanted the family belongings so as to keep up with the new African fashion.
Moreover, Dee just wanted to be popular. That is why she even changed her name, which was not the case when she was growing up. As the two visitors leave, Dee laments that Mrs. Johnson does not understand her own heritage. Dee also proposes to her sister to strive to make something out of herself. Eventually, Mama and Maggie, relieved, gaze at the car as it leaves. They then spend time together dipping snuff and they become conscious of the fact that they are the ones enjoying their lives as well as their cherished heritage.
The misunderstanding that is evident between Dee and Maggie concerning the right ownership of the quilts and their use is essential to the theme of the story. By this, the author is arguing that the responsibility for defining African-American heritage should not be left to the Black Power movement (White, para.16). Walker effectively argues that the Black Americans ought to take responsibility of their whole heritage, even the parts that seem to be hurting.
Mrs. Johnson symbolizes most of the African-Americans who did not know how to match their past with the civil rights movements that took place in the 1960s (Hoel, para.2). During that time, most Blacks were not at ease with the Black Power movement solution. The technique that the author uses to challenge the African-Americans to respect their heritage is what helps to define this piece of work as a literature of importance.
Everyday Use is an exact symbolization of the way of life of most Black Americans in the modern society. Among them, there are those who despise their history and pay less attention to their unprivileged peers. More so, they attempt to be popular and look for wealth in the capitalist world, which entails assertiveness and opportunism.
On the other hand, the rural south is slow and they esteem the importance of the family and culture. The conservative rural folks find it difficult to embrace the extremes of urbanism. At the same time, however, those who abandoned the traditional black culture are still trying to hold on it. They achieve this by having cultural artifacts, antiques, as well as souvenirs.
Walker uniquely presents this scenario in the short story, which is about African-American identity crisis and the place of their culture and values in the modern society.
Through the story, the author illustrates that it is impossible to change ones culture. This is because an individuals culture and heritage are passed on from one generation to the next. It cannot be acquired or, worse still, picked up all of a sudden. Therefore, Walkers point is clear: An individual who holds real heritage and culture is obliged to apply it each day of his or her life on earth.
Works Cited
Cowart, David. Heritage and Declaration in Walkers Everyday Use. Studies in Short Fiction 33 (1996): 171-84. Print.
Hoel, Helga. Personal names and heritage: Alice Walkers Everyday Use.
In Alice Walkers short story Everyday Use , the author places two sisters side by side for an afternoon of visiting. One of these sisters, Maggie, lives with her mother in a small, poorly built shack on the edge of the country and is planning to marry a somewhat unattractive but dependable man in their small town. As a child, she was caught in a fire and still bears significant scarring on her legs and arms, a fact that makes her shy and withdrawn. The other sister, Dee, lives a beautiful life in the city with her good looks, her outgoing charm and her refusal to be denied. She is described as having lived a charmed childhood, easily able to get her way with other people as a result of her natural charm and good looks while her brains enabled her to attain a higher level of education than either her mother or her sister. Her status with the man she travels with is unknown, but her attitudes and behaviors are that of a middle class urban black woman attempting to recapture a sense of her heritage. While both girls can be seen to honor their past and the cultural heritage from which they descended, their approaches to this past are as different as their appearances.
Throughout the story, both girls are seen to have a strong appreciation for their past. Whether it is to make fun of the scene later or to truly appreciate where she came from, one of the first actions Dee makes on her arrival is to grab her camera. She stoops down quickly and lines up picture after picture of me sitting there in front of the house with Maggie cowering behind me. She never takes a shot without making sure the house is included. When a cow comes nibbling around the edge of the yard she snaps it and me and Maggie and the house. Dee happily accepts the traditional food her mother makes for her, the same food the mother and Maggie tend to eat all the time, which is also singled out as unacceptable by her companion. Dees reaction to much of the events of the visit are reminiscent of a persons reaction to a historic theme park, attempting to make a connection with a way of life she has transcended yet feeling a sense of loss as a result, which is a connection Maggie lives every day of her life. Both girls know and appreciate the many things around the house that have been created by one relative or another, Dee able to recognize Grandma Dees butter dish and the benches her daddy made for the table when we couldnt afford to buy chairs while Maggie tells her Aunt Dees first husband whittled the dash & His name was Henry, but they called him Stash. Despite these similarities, the girls interest in these things seems to hail from different sources.
The type of interest Dee shows in her surroundings is immediately depicted as approaching cultural awareness from a distance. The perfect image of a mother for Dee is someone other than her own, someone a hundred pounds lighter, my skin like an uncooked barley pancake. My hair glistens in the hot bright lights , indicating someone who has not worked hard outside most of her life with more important things to be concerned about than cosseting her hair. Further distancing her from this heritage, Dee was sent to the Augusta school where she learned to love the stories she read about in books, She used to read to us without pity; forcing words, lies, other folks habits, whole lives upon us two, sitting trapped and ignorant underneath her voice and grew up wanting nice things A yellow organdy dress to wear to her graduation from high school; black pumps to match a green suit shed made from an old suit somebody gave me. While she apparently loves her mother and sister, She wrote me once that no matter where we choose to live, she will manage to come see us. But she will never bring her friends , it is also apparent that she takes little or no pride in her own past. However, that she takes pride in the heritage as its imagined in the city is revealed as she announces to her mother that shes taken on an African name, I couldnt bear it any longer, being named after the people who oppress me although she was truly named after her aunt. The items she takes from the house are all strongly associated with her culture and past, but she intends to put them to alternate uses within her home, I can use the chute top as a centerpiece for the alcove table, she said, sliding a plate over the chute, and Ill think of something artistic to do with the dasher. She cant understand why her mother might not allow her to properly take care of something as valuable as the heritage quilt shes dug out of her mothers trunk.
Despite Dees overwhelming presence, Maggie is the first girl to be introduced in the story as it is she who has apparently helped her mother to make the yard so clean and wavy yesterday afternoon. & It is not just a yard. It is like an extended living room. Thus, a part of the familys heritage is revealed as sitting out in this type of yard, looking up into the old elm tree and enjoying the evenings breezes as compared to the more refined activities Dee might be involved in. Strongly contrasted against Dee in the education department, Maggie is more like her uneducated mother. While she attempts to read to her mother in the evenings, she stumbles along good-naturedly but cant see well. She knows she is not bright. She is apparently accustomed to doing things the way her mother did them, understanding the feel of the small sinks; you could see where thumbs and fingers had sunk into the wood of the dasher for the butter churn and is comfortable living in the same way her mother has for years. In the argument over the quilts, Dee correctly assumes Maggie would put them on the bed and in five years theyd be in rags.
While the two girls are each shown to have an appreciation for their heritage, Dees emerges as the weaker of the two. She is now living a comfortable life in the city and cannot imagine how anyone might be more comfortable living in the squalor of her mother and sisters home. Despite this, there are numerous priceless treasures to be found within the small cottage that each girl places different values upon. Dee wants the top to the butter churn because of its cultural significance, its obvious age and its personal family history. While Maggie appreciates all of these qualities as well, she values the churn top because without it, the rest of the churn is useless and she can no longer make butter. In the same way, Dee appreciates the hand-pieced quilts because of all the work and care that went into them as well as the historical significance of the fabrics used while Maggie appreciates them for all this history as well as the possibility of them keeping her warm in the winter nights and making her beds beautiful in the daytime. Toward the end of the story, Maggie seems to sum up the differences of the two girls relationship with their past by telling her mother, I can member Grandma Dee without the quilts , highlighting the difference between a lived and shared culture versus one that is only seen from the outside.
Everyday Use is a story written by Alice Walker and published in 1973. The text has become vastly prominent in the African-American community due to its transparent demonstration of rural life and the cultural heritage of black people. At the time of publishing, America was going through the reconsideration of the image of the African-American people, and Everyday Use has excellently displayed the worries and aspirations of the community. The primary themes in the narrative are the relationships within the African-American families that are divided between progressive perspectives and cultural heritage. The current essay attempts to critically analyze the aforementioned social issues in the narrative of Everyday Use and demonstrate their relevance to society.
Summary of the Text
The story of Everyday Use revolves around an African-American family consisting of three women a mother and her two daughters, Dee and Maggie. The three characters differ vastly in their personalities, aspirations, and perspectives on life. Mama and Maggie are not educated and live in a rural area with most activities revolving around farm work. On the other hand, Dee has received a proper scholarship and has ambitious aspirations. The author also emphasizes Dees beauty, Dee is lighter than Maggie, with nicer hair and a fuller figure further demonstrating the differences between the daughters (Walker 316). After the introduction of the characters, Walker depicts a single event that displays the purpose of the narrative.
The central setting of the story is the family gathering in the farmhouse when Dee visits Mama and Maggie. She is accompanied by her husband who Mama refers to as Hakim-a-barber. Furthermore, Dee presents her new name Wangero and claims that she could not bear the burdens of her previous name. Concerning the title, Wangero claims, I couldnt bear it any longer being named after the people who oppress me clearly identifying her discontent with the position of the African-American community in society (Walker 318). Ultimately, Mama agrees to the name change and acknowledges the situation. Nevertheless, shortly after, Mama and Wangero start arguing over another subject the usage of the quilt. Wangero asks the family to hand over the quilt, so she could utilize it as a piece of art due to its cultural significance. However, Mama denies the request and claims that it is an item for everyday use and should not be displayed publicly. The narrative ends with Wangero leaving the family gathering and stating that neither Mama nor Maggie understands their own heritage and that the African-American community has a new path to follow.
Cultural Heritage
As seen from the summary, the primary theme of the text is cultural heritage, and the three primary characters of the story demonstrate opposite perspectives on the subject. Without any doubt, it is a highly complicated topic with the possibility of different perspectives. Therefore, it provides several difficulties interpreting the narrative of the story since there is nothing fundamentally wrong with any of the positions. Mama and Maggie attempt to protect the lifestyle that they are used to and satisfied with. On the other hand, Wangero is an activist and searches for new ways to appreciate her African heritage. From the contemporary viewpoint, both positions seem reasonable and justifiable; nevertheless, Wangeros perspective is highly relevant due to the period of publication.
The position of the African-American community has been slowly improving in the 20th century, and 1960-1970 is a period of high relevance to black people. Some experts believe that the author specifically emphasized the progressive approach to cultural heritage to reflect the social issues of society (Yang 363). In the 1960s, there were several Black political movements that aimed to reconsider the image of the African-American community concerning their original heritage in the eyes of the public (Yang 363). Therefore, the author attempted to highlight the problem of racial and gender inequalities by demonstrating the dialogue between the conservative and progressive African-American people (Yang 367). The issues of race and discrimination have been central to American society for a long time; that is why it is essential to continually elaborate on the topic and strive for a better future.
Relationships within the Family and Parental Expectations
While cultural heritage is the primary theme of the narrative, the relationships within the families in the African-American community also play a vital role in the story. The generation gap followed by the vastly different experiences of Mama and Wangero in society has built the foundation for arguments and disputes. While Mama acknowledges Wangeros superiority in terms of intelligence, beauty, and confidence, she cannot comprehend the idea of African heritage and refuses the hand over the quilt. Some experts believe that these negative feelings might heavily influence the relationships within the family (Bell 15). Nevertheless, this concept does not seem to affect Wangeros aspirations and objectives.
Conclusion
Summing up, the current essay has transparently demonstrated the different perspectives on the cultural heritage of African-American people and highlighted their relevance in contemporary society. The author has particularly emphasized Wangeros perspective on the African legacy to support several Black political movements that were highly prominent in the 1960s. Furthermore, Alice Walker has also transparently portrayed the dialogue between the conservative and progressive parties in the argument to demonstrate the need for the African-American community to change. Such relevance to American society in the 1960s has turned Everyday Use into a highly prominent story that is widely discussed even at the present time.
Works Cited
Bell, Judith. Like Mother, Like Daughter: Parental Expectations in Alice Walkers Everyday Use. McNair Scholars Research Journal, vol. 1, no. 1, 2019, pp. 6-15.
Walker, Alice. Everyday Use. Rutgers University Press, 1994.
Yang, Xinyu. Study of Black Woman Spirituality in Alice Walkers Everyday Use. Proceedings of the 2020 International Conference on Language, Communication and Culture Studies (ICLCCS 2020), Atlantis Press, 2020.
First of all, I fell in love with this essay for the beautifully and believably described characters of Maggie and Mrs. Johnson. These characters, in my opinion, are imbued with feminine energy and an aura of preservation, tenderness, and love for others. Mrs. Johnson, having her personal preferences and interests, does not express them in front of her eldest daughter, wanting to respect her choice.
The essays plot revolves around the small world of African women and the society in which they live. The coming revolution of nationalism and the eternal opposition of the big city, the world of diversity and consumption dominated by wealthy people, is compared with the small courtyard of the Johnson family. Dee returns from this big world to his home, where there is no such abundance and free opinions (Walker and Christian). A red line carries the theme of heritage in the plot: cultural, physical, and domestic. Dee tries to inherit her culture in the theorizing as if she puts her family under a microscope; she is a researcher. While maintaining the culture in his way, Dee distances himself from his family. The author seems to pose a question to readers: to preserve the heritage or glorify it? Is it possible to carefully preserve the heritage, praising it?
The culture of Africans and the Johnson family manifests itself in the symbol of the blanket and African clothing that Dee insistently wears. The author also develops a vital name symbol for a person looking for ways of identification in the big world. The symbol of a patchwork quilt refers the reader to an even more abstract symbol of fabric and the threads that form the material. Lines connect people, relatives, and friends who do not forget about each other. I love the depth of the quilt symbol, as its not just the epitome of the rich African culture and fashion that Dee has been exposed to in an item. In my opinion, it is an essential cultural conflict of the essay: the controversy between culture and fashion. Does Dee accept her past sincerely or as a tribute to the new style? These questions and many more gnawed at me after reading Everyday Use . I consider this work to be profound; it does not reflect cultural or social problems but feels existential, connected with the sensation of home, perception, and acceptance of the past.
Works Cited
Walker, Alice, and Barbara Christian. Everyday Use. New Brunswick, N.J: Rutgers University Press, 1994.
In Everyday Use, Walker deals with controversial topics for African-Americans, both generations and cultures. The author raises the question of rather do individuals need to give up their African-American roots and more common families when they leave home and embrace the African-American heritage. The problem is primarily African-American, but it can also be seen as a universal problem for modern youth who do not know the ideals of their ancestors and relatives. Everyday Use addresses an issue of heritage through the relationship between the characters and their relation to the cultural background.
Everyday Use. Heritage
Heritage and tradition might be perceived differently by people who belong to the same culture. The story Everyday Use, written by Alice Walker, portrays two different overviews of ones heritage under the circumstances that the two polar viewpoints belong to people within the same family. Yang (2021) supports the statement that Walker emphasizes the differing attitude and views of the main characters on heritage and culture throughout the work. On the one hand, Mama is a continuation of generations that have lived through slavery and have changed, alternating the traditional African ways of life while remaining loyal to the values exacerbated by direct ancestors. On the other hand, Dee, the daughter, discovers new ideas about her African roots and disregards the more Westernized values of her family, emphasizing the ethnical connotations of the cultural background she belongs to. However, the two life choices related to how one portrays the heritage are not only different concerning values but also in their physical manifestation. The short story illustrates the theme of heritage, its subjectivity, and how one interprets and externalizes it.
Heritage as a Value
Mama and Dee have opposite overviews of the meaning and value of heritage. Specifically, the ideas differ based on how they interpret cultural preservation. In Mamas case, she preserves the culture by sharing the experience of her ancestors, continuing the legacy of her family, and maintaining strong family bonds. On the other hand, Dee disregards the history of her family since it was critically shaped by oppression and slavery. An example is when she mentions Dee being dead and wanting to be called Wangero Leewanika Kemanjo since she couldnt bear it any longer, being named after the people who oppress me (Walker, 1973, p.3). On the other hand, her name has a meaning related to the history of her family. As Mama points out, you were named after your aunt Dicie (Walker, 1973, p.3). However, since the name is not traditional, Dee disregards it as a result of westernizing Africans being given names that align with the oppressive history. Bell (2019) suggests that the mothers interpretation of heritage is also influenced by her issues such as low self-esteem. Nevertheless, heritage has a different value for both. For Mama, it is about honoring the culture as it changed through the generations before her since each ancestor had a personal history that changed them. Dee, however, believes in traditional values, and if they change because of adaptation to oppression, they lose authenticity and value. Edmondson (2020) says that the values toward heritage are shaped by the experience of black women. Thus, the theme of heritage is illustrated through the perception of ones self through heritage, which each of the characters interprets constructively.
Manifestation of Heritage
The theme of heritage is also portrayed through how the characters choose to manifest it. The manifestation is critically different and is illustrated through how both Mama and Dee chose to implement parts of their culture in their lives either through direct involvement or showcasing. Everyday Use describes the issue of cultural trauma concerning identity and heritage (Elmore, 2019). An element that best illustrates the diversity in approaches is the quilt. It serves as the symbol of cultural heritage in work (Zheng & Zhang, 2018, p. 462). As a traditional African textile, the quilts have a deeper meaning in terms of the characters heritage. However, Mama believes they have to be used for the tradition to be expressed. Thus, she points out that she is leaving them to the other daughter, Maggie, stating that God knows I been saving em for long enough with nobody using em. I hope she will! (Walker, 1973, p.4). Based on this approach, the manifestation of ones heritage is how one chooses to apply tradition in day-to-day life and give physical meaning to the culture. On the other hand, Dee chooses to showcase the pieces, suggesting that Maggie cant appreciate these quilts! (Walker, 1973, p.4). Instead, she chooses to hang them and create a visual representation of her heritage. The difference is that Mama would rather see the tradition live rather than be showcased. In one case, the culture has a deeper meaning, connecting generations and continuing to live on. In the other one, it becomes imagery, which ultimately defeats its purpose and turns it into a spectacle or a performance.
Conclusion
The central theme of heritage is exemplified through constructivism about the difference in perception and manifestation of ones cultural background. Both Mama and Dee have deeply rooted respect and honor for where they came from yet choose to externalize this in different ways. Mamas heritage is the traditional way of life of her ancestors, the memories they left behind, and the experiences they had, both good and bad. Dees heritage is a less subjective one as she views culture as an artistic experience and a way to visually and behaviorally represent her ethnicity. Thus, heritage, while remaining alive in how both the mother and daughter perceive the world around them, contrasts in how it is externalized. The contrast between the two viewpoints illustrates the significance of the theme in the short story and the ambiguity of the subject as illustrated by the authors polar representation of the same notion.
References
Walker, A. (1973). Everyday Use. Harpers Magazine.
ZHENG, L. S., & ZHANG, S. S. (2018). On Characterization Through Syntactic Foregrounding in Everyday Use. US-China Foreign Language, 16(9), pp. 460-46410. Web.
Bell, J. Like Mother, Like Daughter: Parental Expectations in Alice Walkers Everyday Use . 2019. 4 Kevin Ung, Director of McNair Scholars Program Introduction 5 Sara Baker, TRIO Logistics Manager & Coach Note from the Editor, Lee University 1(1), pp. 6-15. Web.
Edmondson, D. (2020). In Our Mothers Quilts: How Womanism Connects the Quilts of Gees Bend with Alice Walkers In Search of Our Mothers Gardens and Everyday Use . Merge, 4(1), p. 4. Web.
Yang, X. (2021, March). Study on Black Woman Spirituality in Alice Walkers Everyday Use. In Proceedings of the 2020 International Conference on Language, Communication and Culture Studies (ICLCCS 2020). Advances in Social Science, Education and Humanities Research (Vol. 537, pp. 363-368).
During the semester, several works were studied. Everyday Use by Alice Walker and The Lottery by Shirley Jackson were exciting pieces of literature. The Everyday Use is a short story that highlights the plight of African -Americas who were trying to redefine their social, cultural, and political identity. It mainly focuses on the African culture that had survived for several centuries in America. During this period, many Africans tried to trace their background by reconnecting with their African roots. However, The Lottery is a narrative that demonstrates an annual event that occurs in a small town in the contemporary US. The community members organize the event, and it takes place on June 27, and randomly selected persons are brutally murdered by the mob during the function. Although the two stories use tradition as their central theme, Everyday Use illustrates the beauty of tradition while the lottery demonstrates its brutality.
In Everyday Use , the theme of tradition is highly defined by the single-family members, showing its beauty. It is mainly depicted on the physical materials meant for daily use, such as the quilts. The tradition is still practiced by Mama and her daughter, Maggie, which is illustrated from their lives. Dee, Mamas elder daughter, regards the quilts as traditional, but she only appreciates them in the academic context. She views the quilts as a long history that she has neglected and not representing a family. As a result, she wants to use them for display instead of the function they are intended for, which Maggie understands, and, therefore, she gains entitlement over the quilts. Thus, the quilts demonstrate making the traditions thrive instead of making the quilts appear as mere artifacts.
Additionally, Dee believes that she is entitled to the quilts than Maggie since she is more learned, and, therefore, she understands that the objects have historical importance. In her observation, her college background should supersede the promise Mama made to Maggie of giving her the quilts as a marriage gift. However, Mama asserts her decision by maintaining the tradition of keeping the quilts as they are supposed to be passed from one generation to another. Mamas refusal to offer the quilts to Dee illustrates the rejection of Dees idealized view of tradition, and instead, she embraces a continually developing heritage. Although Maggie and Mamas knowledge of tradition could be influenced by the education and understanding of their African roots, their loyalty to their family history makes their knowledge about using the quilts more authentic than Dees since she is distanced from her familys way of life.
Moreover, Dee and Mama have divergent views about the meaning of tradition. Mama believes that objects that are made for the family are embedded within the family that made and used them. The family treasures are critical to defining ones heritage and origin, but her elder daughter has less knowledge about her past. This is illustrated when Dee confuses how the objects were made and the materials used for making the quilts, although she pretends to be connected to her heritage (Walker, 1973). Therefore, the objects are foreign to her, although she admires them and wishes to use them as artifacts. Mama, therefore, believes that Maggie is the right person to own the objects because she will respect them by using them for the correct purpose.
However, in The Lottery, the theme of tradition is used to show its brutality. The villagers depicted in the story perform a lottery every year because it has been conducted ever since their ancestors existed. The ritual is not a typical lottery that one may believe, but it is a practice that villagers are selected randomly from the community to be murdered by being subjected to mob justice. The lottery is pointless because it does not keep order, neither does it maintain social order nor encourage villagers to adopt certain ways of living. However, the lottery is conducted because it is simply a tradition but not attached to any spiritual belief. Even though there is no value in practicing the lottery, the villagers believe that abandoning the practice will bring trouble to the community, yet, there is no evidence to support this notion.
Additionally, Jackson uses the theme of tradition by showcasing the universal idea about the brutality of humans. The author illustrates traditions supersedes humans by holding power by continuing to exist while at the same time resisting the will to change and critical thought (Jackson, 1948). Through this interpretation, people can think that the author is attacking the tradition; however, he gives the vices of following a tradition blindly without evaluating the importance and why it is practiced. Additionally, the theme provides one with a chance to avoid letting custom controls ones action regardless of the immorality levels associated with the practice.
In conclusion, the theme of tradition has been used differently in the short stories Everyday Use and The Lottery. Walker beautifully illustrates the theme by showing the importance of continuing the practices initiated by the ancestors. Besides, tradition shows the connection between the present and the past generations, thus enhancing the continuity of family lineage. However, Jackson provides a different view of tradition by showing the brutality of the practice if the villagers blindly follow it. Therefore, tradition should be questioned before upholding the practice that at times may be immoral.
References
Jackson, S. (1948). The lottery.The New Yorker. Web.
Walker, A. (1973). Everyday Use. Hapers Magazine. Web.
The short story Everyday Use (1974) by Alice Walker is a representation of earlier works by the author. In fact, the story is about the hardships of African American women in everyday life. It is about the milestones of heritage and ancestry that is implied in terms of African American mothers in their sometimes hard relationships with daughters.
The story by Alice Walker is narrated through the vision of Mama or Mrs. Johnson, a mother of two daughters. She is apt to bring up her old daughter Dee and her younger one, Maggie. However, the concept of the story is in the entire question of what is right for people living in the rural area and sharing particular traditions. Mrs. Johnson examines the whole situation along with an accident happened in their house (when it was burnt). Her love for her daughters is unchangeable. She understands what is right or wrong with them. However, she makes no attempt to hurt Dee in her refusal to live in their house or to impinge Maggie in her adoring rural life. Education and illiteracy are contradicting in the story. Other implications presumed through the eyes of Mama are considered with how both daughters are interested in their ancestry. Here comes a dilemma that evaluates the role of Mama in the story. She poses her understanding and estimation that becomes distinct between characters of Dee (Wangero) and Maggie.
The thing is that some traditions are century-long and have roots going even to other continents and countries. The important thing is that Maggie values it, as the feature of her belonging. She is dedicated to such sphere of her identity sincerely. The symbolic meaning of quilt goes across the story. It is a sticking point for a reader to make conclusions about culture, time and trendy motives of in-crowd that are supposed to be normal for Dee.
The language and wording in this short story is represented in a very open manner. It fits descriptions and reasoning of Mrs. Johnson while analyzing things going around her and in terms of her daughters. On the other hand, the wording was chosen by Alice Walker to show some points on the illiteracy that characterized African Americans for a long time. Needless to say, various conversations between Mama and Dee, Dee and Maggie and Maggie with Mama are patterned by different words mainly of rural simplicity. When reading, one does not feel like it is hard to recognize the sense of the story. Walker did her best in order to illustrate moments of everyday life in one African American family so comprehensive for an ordinary reader. Although, such awkwardness of the language is imposed in some names, such as: Wangero, Asalamalakim or Hakim-a-Barber (Walker 30).
It goes without saying that an ordinary life of those who were oppressed once is blamed by some representatives due to the ancestry and identity. In other words, African American people that are described in the story are struggling for their survival in a varied society (Dee). On the other hand, some other representatives of this part of American society are going well with what they have and of how they are developing at the time (Mama and Maggie). These points make the short story by Alice Walker one that is more realistic in features worrying African Americans in everyday life. In fact, a reader should take a glance that these problems are not concerned with racial discrimination or segregation.
Works cited
Walker, Alice and Christian, Barbara. Everyday use. NY: Rutgers University Press, 1994.