Wright, Nies, and Me - Essay Example

Wright, Nies, and Me Over the latest decades, the Caucasians had been facing various challenges and suffering from the prevalent tensions and conflicts, such as in South Ossetia, Abkhazia, and Nagorny Karabakh. However, any potential instability or deterioration in one area of the Caucasus region destabilizes other parts since it is highly interlinked with one another. For example, in the war over South Ossetia that occurred in 2008, there was an apparent demonstration of the existing security patrol, monitoring, and peacekeeping efforts in order to stabilize the Georgian-Abkhaz and other areas. Moreover, the conflicts were only aimed to achieve political goals without the concerns of meeting the needs of the affected communities. Even though there is adequate improvement of the physical security, the local people, including myself continue to face various challenges in the daily hustle. As a kid from Caucasians race, I would like to explain the challenges I’ve encountered in my livelihood. This is in comparisons to the life of “Black Boy” as narrated by Richard Wright, and Judies Nies’ story called “The Girl I left Behind.” The comparison of my life to the two struggle stories aim at demonstrating the phenomenon encountered by numerous people around the world due to race, ethnic, gender, and religious discrimination. The purpose of this write-up is also to establish the grounds under which the challenges faced by people in racial, ethnic, or gender disparities can be solved in order to have a cohesive relationship among the societies with diversities. The “Black Boy” is Richard Wright’s memoir that reflected his childhood and the adulthood sufferings and struggles to brighten his future. The ‘Black Boy’ faced several challenges, especially after his father deserted their family, forcing him to look for opportunities in order to save his starving family. The exposure into the society made him encounter various challenges such as racial discrimination in employments, but heads to North, where he found the atmosphere to have less discrimination context than the South. The boy involved himself in any immoral acts like stealing and lying, as a survival tactic in their poverty status. He faced brutal violence and extreme racism, although they could not prevent him from his reading passion. In the North, he formed many concrete ideas in relating to American races that motivated him to hold many jobs to do such as floor cleaning during the day, and reading medical and Proust journals at night. His family continued to encounter poverty, his mother was crippled by a stroke, and the relatives continue annoying him due to his atheistic reading. Luckily, ‘Black Boy’ found a job in the post office, where he found links to a magazine called Left Front, which was advocating for social change and arts. This is where he continued with the revolutionary activities and joined the Communist Party, then left due to idealistic differences of fighting for equality, tolerance, and unity. On the other hand, the Judies Nies’ story called “The Girl I left Behind” is a narrative that explains about the transformation of feminist in the United States. She also discuss about the way social class and race affects the women in the societies, especially during the period of imperialism such as the Vietnam War and other affairs facing the global society. She also took a lot of time seeking employment, probably because of her lower social class, which ended after getting an opportunity to work in an employment agency. The opportunity to work in an employment bureau might be because of her experience in job seeking, especially to find a meaningful work. This is because she possessed a master’s degree since professional women were only given an opportunity to teach or other secretarial work. She at one time worked for the first Senator who opposed the war in Vietnam. Therefore, she has encountered many challenges in life to earn a living. The regions dominated by Caucasians had been experiencing security threats like shootings. This is due to different reasons such as the division between the South Ossetia and Shida Karti, which have affected the economic stability in the region. This led the local population to suffer in an effort to earn their livings. The economic hardships in the region extend even to the kids, as it complexes the source of foods by the parents. This led to the hunger and increase of poverty in the society, which are the threats to the human life. The hunger experienced by conflict situation such as detentions or other suffering scope can be compared to the life of “Black Boy.” It also compares the hardships demonstrated in “The Girl I left Behind” of the events, issues, association, individuals, writings and the trends that improved the women's movements between the 1960s and 1979s. The Caucasians have been encountering with employment challenges due to political instabilities, as well as the security situation in opportunistic places. This makes us to live with poverty and fear of any impending attack. As compared to the ‘Black Boy,’ their society was more stable such that, one could move easily to the areas that are not conducive for working. The Black Boy moved from South to North, where there was little racism. For the Caucasus people, there is little access to the outside world, since we had been moving further from the conflicted areas for security reasons, where we even do not benefit from rehabilitation programs for the affected communities by the conflicts. The involvement and continuity of unresolved conflicts in Caucasian regions also pose the challenges of our society, especially on insecurity, developmental hindrances, and long-term displacement of the local people from their real homes. It also poses a great threat to the regional opportunities, where every laborer fears for his or her dear life due to the unstable security. This can be contrasted with the Judies story, where she overcame many hurdles to get an opportunity in working in a recruiting agency. This includes having an illegal abortion in Italy that steered her to go back to the Washington D.C. or other sexual harassments that even caused her to abstain from the marriage and joined the fight of feminism in America. On the other hand, the ‘Black Boy’ also motivates my principled ideas of leaving going to find my own daily bread and cease the dependency on others. The ‘Black Boy’s father deserted the family, leaving the mother sick and without anything to do for the children. This made the family to starve to death, which aroused the ‘boy’ to involve himself in unacceptable acts of stealing and lying to survive. That is why I decided to work on any opportunity available in the area, as I study in order to experience the challenges faced by men and women in the global platform. This helps on depending on my own living, in case the parents withdraw their assistance for me or other family members. As Caucasus kids, we experience many challenges of isolations, starving, and abandonment feelings due to the usual movements’ from place to place in an effort to search for secure places of living. Moreover, the growing radicalization of Islam religion in our region can be compared to the aspects that annoyed the ‘Black Boy’ of living in a household of violence, religious, and strict women, and irresponsible men. This case can be compared to the experiences we encounter, as a Caucasian kids, as we are discriminated towards religion lines of between the Christianity and Islamic teachings. The schools we go are divided in social and racial classes, where some kids from upper social classes are offered with quality learning and other privileges. In the Nies’ story, she also narrated the same phenomenon, but the discriminations were on gender preferences. The Wright’s ‘Black Boy’ also provides the same notions where the people were segregated according to ethnic and racial differences. Wright and Nies also indicated the way employment opportunities were considered given out to some people, sidelining the Caucasian candidates (Painter 10-32). The ‘Black Boy’ tried to learn for himself at night, as he could not get any opportunity to learn during the day due to his hustle of the daily bread. His passion to read and write was not well received by the society that surrounded him, although it took him to become among the prominent writers, even in political platforms. The women's education was also not valued, the way the learned people from Caucasian were perceived since she was learned up to the Master’s Degree but could not be given a good opportunity to work due to her gender status. Moreover, Caucasian people experience various oppressions and pressures from government and other companies. This is through discouragement on various aspects grounds such as in businesses, sports and entertainment, cultural practices, and other participatory events including religious and political leadership. The opportunity given to the ‘Black Boy’ in the Communist Party was engulfed by various challenges of conflicting ideas with the colleagues, that steered to his resignation, as they feared his prominence on the leadership of the party (Literary Classics of the United States 407-408). Nies’ The Girl I Left Behind also explains the way women had a no voice and power over a man, which motivated her to desert her husband to advocate for the rights of women. This was similar to the ‘black boy’s decision to leave the communist party in order to ensure a there is unity, equality, and tolerance among the American society. In conclusion, there are various comparative analogies on the experiences of Richard Wright’s “Black Boy” and Judith Nies’ “The Girl I left Behind” and my personal life, as a Caucasian kid. This is especially in terms of the challenges they encounter in establishing their future. The comparisons are also identified in the surrounding environment, where they all incur tough experiences in an effort of building their career. This is due to discrimination in employment, education, or other leadership positions, that were perceived to be held by the high social class. However, the study has identified that the discrimination are practiced in consideration of gender, ethnicity, racial, and social class status, which until today are experiencing in our societal lives. The research study was aimed to create awareness of the existence of such challenges facing the minority tribes, especially on racial and ethnic perceptions. Works cited Literary Classics of the United States, Inc., "Note on the Text," pp 407–8 in Richard Wright, Black Boy (American Hunger), The Library of America, 1993. Painter, Nell Irvin. Collective Degradation: Slavery and the Construction of Race. Why White People are Called Caucasian. Yale University, 2003 Read More