Blanche then shows power and control over her sister to hide her exposed vulnerability by condescending Stella’s lifestyle and housing situation. This is shown in her explanations “Now, explain this place to me! What are you doing in a place like this?” Here this patronizing question emphasizes Blanches desperate need to gain power and feel more confortable in the situation. Blanche’s life is spiraling out of control and moving down the social scale, and the only place she still has power and control over is over her younger sister Stella. The concept of using ones vulnerabilities to another’s advantage to gain power is also show throughout
She had married herself in to the Creole culture. Edna not does not exactly fit into the creole society and does not understand their typical lifestyle. Edna feels oppressed by society, as she does not believe in the role she’s expected to play by the society. Which is to be the mother like figure and in addition to be caring for your husband and be attentive to all his needs. Yet Edna is not the typical woman, as she believes in expressing herself and living freely without society’s rules and oppression holding her down.
The House on Mango Street In The House on Mango Street by Sandra Cisneros, the reader experiences, through a collection of vignettes, the maturing of Esperanza, a girl who feels lost and out of place in her world. She moves with her family to a house on Mango Street, which has a direct impact on the events in the book. The house is in a poor Latino neighborhood that is racially segregated by the Caucasians who refuse to live in the same area as Spanish-Americans, even if they are of equal economic status. Esperanza is forced to mature significantly, emotionally and mentally. Throughout the novel, she endures many traumatic experiences that lead her to ultimately resolve to leave Mango Street.
The women are casualties of a domestic prison, a prison for the mind, created by society and their husbands, who are victims themselves in their own way, of a Gilded Age mindset. The women have no voice and no authority. Their intellect and creativity is considered a frivolous obstacle and a distraction from their jobs as homemakers. There is irony in the endings of these stories in that the victims, the women, adjust to their lot and turn the tables on their oppressors. In Trifles, the women come to a realization that they must bond together against their clueless husbands to see justice done.
The young girl is however naïve, she does not understand the politics of the reality she is in, something a more adult audience does understand and then therefore sympathises with the girl caught up in it – especially mothers. While Ofelia is the prominent character in the ‘Underworld’ narrative, it seems Mercedes – another strong female – is the protagonist of the reality-side. She impacts the narrative with her infiltration of Vidal’s camp (seemingly innocently as a maid), through which the Rebels can then take victory. However, her maternal
The injury for both bard and settled living white girls is that their parents lives have influence on their personal inadequacy that lead to the sense of individual failure in which their class is variously displaced. As lack of money affects the girls. The status associated with having money for the name brand clothes, nicer cars and so forth. And as Bettie stated, “…along with the status differences associated with aspirations for four year college vs. community college, and, related to that, with participation in a vocational vs. college preparatory curriculum, was a clear source of class and race resentment and helped shape membership in friendship groups.” (Bettie, 2003, page 11) The fact that settled living and hard living girls share the common of economic struggle status organized them as “non preps” which means they are not considered the achievers or leaders in school’s eyes. The invisibility of economic class problem is common in the school whereas teachers and students assumed that economic class did not affect individual students’ lives.
The slave era can be agreed it was a terrible atrocity upon our fellow man, and it cannot be brought into a light of just, but it did give birth to some true characters who we can look up to and live alike. The characters in both Incidents in the Life of a Slave Girl, and the Narrative of the Life of Frederick Douglass are ideal examples of true characters as they pushed through slavery and gained freedom but did not stop there. Jacobs’ spent her freedom getting her families’ freedom and Douglass went on to help others escape and spread knowledge on the cruelty of slavery. The last thing, and most powerful thing this book left me with is that each slave was an individual unalike any other, and these individuals were in fact an individual, individuals who lived their life for the betterment of others and accomplished an impossible
Stowe uses women in the book to state points about slavery but she never lets them gain full authority over any situation. She wants to show the faith in the power of a woman’s influence over their man. Stowe shows her readers that a woman’s voice can be heard, but sometimes they can’t stand alone. The role of women undergoes complications, as the reader meets the women who do not fit into the religious feminine ideal. The rough occurrence of Marie may serve to emphasize the goodness of the women that Stowe seeks to uphold as the models.
This idea is explored in the novel, ‘Looking for Alibrandi’ by Melina Marchetta emphasizing on the negative side to one’s identity and its effects on life as they move into the world. Josephine in the novel is seen to be reflecting on her culture leading her to have a negative outlook on her future and the consequences she may undergo. This is evident when she states to the reader about her social status in comparison to others at her school leading her to have a downbeat response towards her future; ‘’ I come under the ‘scholarship’ category, and when I say that, I would rather be the daughter of a labourer, I felt disadvantaged from the beginning.’’ The use of the adjective ‘ scholarship’ in inverted commas emphasizes on Josephine’s differences compared to the ones who are wealthy leading her to be excluded as she experiences the downsides of being different from the others. This also emphasizes on Josephine’s negative outlook on life as she undergoes that experience. Moreover, as she reflects on her social status, she compares herself harshly to the ones who are not from ethnic backgrounds, wealthy and have the same level of smartness as her but still leave Josephine as an outcast having a downbeat impact on her life; The repetition of the 1st person reveals the confusion felt by Josephine with respect to her identity.
Eva's relationship with her mother is that she is reliant on her mother and at the start of the play you can see that Helga is trying to make Eva independant. 'You don't need me' and 'There's no later left' show us that Helga feels guilty for having to leave Eva but by saying 'You have to be able to manage on your own' this shows us that Helga knows that Eva and her will possibly never see each other again and Eva needs to be able to survive without her mother. Her relationship with her mother is very disciplined as you can see that her mother is trying to cut off her emotions when it comes to Eva, Eva senses her mother trying to push her away when she says 'Why won't you help me?'. Helga's language is very withdrawn and full of imperatives also suggesting her plan to try and make Eva independant. Eva's discourse shows lack of control.