Racism And The Struggle In Beloved

           One of the main topics in Toni Morrison's Beloved is slavery and the power systems left in it's absence. Specifically, The novel discusses both the perpetuation of slavery, the way in which people chose to support it during and after it was supposedly "ended". She also focuses on the way people proved they were better, and how they rationalized staying that way.

           One of the main Topics discussed in both beloved and it's analytical essay, written by Heather Duerre Humann is the scientific racism that occurred as a justification for the inhumanity which they practiced. One of the most important parts of slavery was the way in which it was rationalized that colored people were inferior, and the psychological impact upon the people who were victimized. Schoolteacher practices this most often, doing measurements and questioning them, all to prove that they are inferior. He also teaches his nephews to do the same, asking them to list "her human characteristics on the left, her animal on the right, and... line them up" (108). This results in many of the psychological traumas which Sethe suffers from throughout the novel. She uses this justification in her head when she kills beloved, that "[nobody] would list her daughter's characteristics on the animal side of the paper" (141). She also remembers it when Paul D tells her how many feet she has, breaking their relationship (94). Humann supports this in her essay when she states "she is responding to Schoolteacher...as she attempts to defy his label of her." (Humann, 65)
This rationalization of slavery psychologically wounds all slaves, which is something that Toni Morrison wanted to point out to us all.

This image was used to promote the idea that black people were less than human, one of the ways in which slavery was rationalized

A picture from the movie beloved showing the lack of a father

             One of the themes of the novel is the loss of the healthy family unit for slaves. We see this in most of the characters thought the novel, including Sethe, Paul D, and Baby Suggs. It is most apparent in Sethe, as she tries to murder all of her own kids in order to protect them from schoolteacher, and thus from slavery. In this we can see that slavery has destroyed the healthy family which could have existed, driving a mother to kill her children in order to "protect them", something a mother in a healthy family would never do. We also see Sethe's destruction of family in the way in which she treats beloved, slowly regressing into an almost childlike state, even while she has two children to take care of. This is just exemplifying the destruction of family life which Sethe faces in the aftermath of slavery. She even faces the destruction of her family life when she is just a child, with her "ma'am" being hung and her not having the chance to grieve or even find out why. Another person whose family life is destroyed due to slavery is Baby Suggs. Baby Suggs is sold around, never staying with any family for very long, and always facing the harshness of slavery. Despite this, she is shown as being prideful and caring towards the community. However, in the aftermath of the event, Baby Suggs just wants to die, because "she could not approve or condemn" Sethe's choice (100). Although infanticide is morally unacceptable by all people, because of the abuse which she experienced during slavery she was unable disprove of the actions, but at the same time she knew that a proper family would never have done anything like that. Finally, Paul D has his family life destroyed due to slavery. Paul D suffers from being unable to form bonds or attachments to people or places. Because of the scientific way in which schoolteacher made Paul D inferior to even a rooster, he became unable to see his masculinity and as such his role in the family. Humann supports this in her essay when she asserts that "Schoolteacher, by treating Paul D. like an animal and by his harsh discipline, has
succeeded in transforming a human being into something less than human." (Humann 66) He becomes unable to open his "rusted tobacco tin" and thus love anyone. Because of the lack of love, he begins to feel restless and uncomfortable, moving around the house to sleep in different areas, always unconsciously wanting to move on. This prevents him from occupying a place in the family unit, and destroys any chance that he has of staying long term.

Beloved and Marxism: Socioeconomic means? -Critical Lens Expert-

Beloved

A novel by Toni Morrison

Toni Morrison's Beloved is an overall morose novel which interprets rather complex and controversial subjects such as race, roles of gender and class. When looking at the novel through a Marxist lens, it can be inferred that all of these issues all play into the overall suffering and inequality presented in the novel. It can also be inferred that Morrison's idea of class disparity and suffering can not only be attributed to socioeconomic mediums, but racist ideology and treatment as well and can be seen in many different forms of imagery throughout the book.

One of the character's that Morrison uses in Beloved to present this idea of classism is the ex-slave Sethe, as she is discriminated against not just because of her current socioeconomic status but also by the color of her skin.


Sethe's character is an interesting one in that in the face of haunting memories of "Sweet Home" and a dead baby, she is able to act with iron resolve. She is constantly doing what she can to protect herself and her children. Sethe is exponentially bothered by her thoughts, and the recent reincarnation of her dead child, Beloved. As the story progresses, she displays maternal characteristics which were almost nonexistent in her youth due to her mother dying. When the Schoolteacher comes to 124, Sethe makes the decision that freedom through death is a much more viable alternative than having her children face the horrors of slavery.

In regards to class inequality, Sethe is presented with exclusion from her own community because of what she did to Beloved. Re-emergence of these memories are ever prevalent when she recalls "...those boys came in there and took my milk... Held me down and took it" (19). Sethe receives treatment similar to that of cattle. She is stripped of her humanity and exploited by "superior" individuals for profit. In accordance to the beliefs of political philosopher Karl Marx, the Bourgeois which are represented by the slave owners or the ruling/aristocratic class and the slaves who represent the proletariat or working class are exploited in nonpartisan industry. As the Communist Manifesto of Karl Marx dictates, the fruits of labor are taken away from Sethe. Even after the abolition of slavery the feelings of hate, injustice, and inferiority still run rampant amongst the colored Cincinnati population as evidenced by Sethe's sad disposition.


A similar view can be taken by "Bigotry, Breast Milk, Bric-a-Brac, a Baby, and a Bit in Beloved: Toni Morrison's Portrayal of Racism and Hegemony" an article written by Heather Duerre Humann. In her article, Humann elaborates that multiple objects in the story are representations of the current social status of the characters in the book, "Morrison gives an exhaustive description of the bric-a-brac item, telling of its position, inscription, eyes, hair, and mouth in gross detail. She details that the words "At Yo' Service" remain inscribed on the ornament, recapitulating the stereotypical assumption that African Americans are inherently inferior and suggesting that their "natural" role is one of subservience" (Racism and Hegemony- 2004).
Bric-a-brac is a term used to refer to objects of lesser artistic quality such as decorated tea cups, vases etc. By setting up the comparison between Bric-a-brac items and African Americans, it can be inferred that the social class of African Americans is lower than that of the White Americans. Bric-a-brac items are considered second hand things and items of lesser importance, similarly to the status of African Americans during this time period. This destructive ideology of race superiority allows the "Bourgeois" to continue supporting and sustaining the class disparity between African and White Americans, furthering the suffering and exploitation of the proletariat.

The Klub, A beloved Close Reading

“He wanted her out, but Sethe had let her in and he couldn't put her out of a house that wasn't his. It was one thing to beat up a ghost, quite another to throw a helpless coloredgirl out in territory infected by the Klan. Desperately thirsty for black blood, without which it could not live, the dragon swam the Ohio at will.”

In the novel beloved, there are many characters, and levels of which the power are explored. In this excerpt, we can see the difference in power between some of the characters and the outer world. In the excerpt, we see Paul D internal monologue about beloved being with him and Sethe and Denver in the house. We also see him mention the “Klan”, referring to one of the most powerful hate groups to ever gain support in the U.S. In the excerpt, there are any levels of power discussed, including the power dynamic inside the house, the region, and inside their plane of existence.

The first of the power dynamics which Paul D discusses is the power dynamic in the house. Traditionally, in the 1800s, there was the man of the family, who help the power over the house, generally the “father” of the house. However, in saying that he couldn’t “put her out” he is saying that he actually has no power. In this way, the house at 124 clearly defies that expectation of a male run house. This is most probably due to the dual causes of Sethe, being as independent for as long as she was, as well as Paul D’s feeling of emasculation he received while at sweet home.

We also see him discussing the power in the region. In this, he says “territory infected by the klan”, referring to the Ku Klux Klan, a notorious hate group that took rise in the south before and after slavery.  Nicknamed “the dragon”, its design is to strike fear into the hearts of all colored people living within their territory, and to in some cases lynch or kill them. The members of the KKK all belonged to a different race, and this too resulted in a power dynamic which took power from people of color.

He also touches on the power struggle between the living and the dead, the normal and the supernatural. He says that it was something not to be scorned to kick out a ghost, but when the same ghost becomes physical, it is no longer alright. In doing this he detracts from the power of the supernatural.

Marxism in Beloved: Racism & Hegemony

Toni Morrison's novel, Beloved, accounts for various experiences that haunt the well being of individuals who obtain remorseful pasts due to the historic events regarding racism and it’s effects. Targeting the inferior and the development of a society where “scientific racism” is commonly believed in causes a differentiation in the status and value of a person. In terms of wealth and power, Sethe, along with her community, are segregated and discriminated upon due to their origins. As time progresses and slavery starts to diminish, social philosophies begin to formulate, causing a difficult social life style for the African American community.

In Beloved, different forms of racism are commonly seen after the Civil War and it's important to consider this as there is still a gap when focusing on the enterprise culture. It is evident throughout the novel, that hegemony is commonly seen in various obvious and subtle ways. The white race obtains significant amounts of power in terms of racism and demonstrates different ways it maintains its power. This upper class reflects clear characteristics that are significantly used to preserve their authority towards African Americans and is seen through objects like bric-a-bracs, slave bits, and breast milk.

There are significant symbols one should understand as they reflect on the value and power African Americans acquired during the late 1800’s. As slavery became more common, it generally reflected the economic status a “master” had towards his community. Slave owners gradually became more wealthier as the amount of slaves owned increased, thus indicating a greater value in power. Individuals that owned “more than 500 slaves were essentially millionaires in 1860” (Measuring Slavery- 2011). Labor and other affects regarding slavery initiated high power and order to the white owners and it became evident that much of the slaves- especially women- were majorly abused. Sethe in the novel is brutally milked by Schoolteacher's nephews as she represents a figure that associates herself with an animal. According to the source, Interdirisplinary Literary Studies, Racism and Hegemony 2004, by Penn State Press, Sethe is defined “animal-like” due to her skin color and is used as a form of “humiliation, sexual harassment” and a view “no other than a cow to be milked”, ultimately signifying a “breeder for life-stock” to the oppressive American groups. In the novel Sethe experiences this and further expands on the power whites had by stating that "anybody white could take your whole self for anything that came to mind. Not just work, kill, or maim you, but dirty you" (Beloved 251). Sethe, along with other female slaves, is abused by those who obtain high forms of power due to the amount of hatred her racial group carries. The power portrayed through Sethe's breast milk mainly signifies that she is a “breeder” in order to preserve and continue the power associated with the “life-stock” of a slave owner. The slave owner associated with these acts is clearly demonstrating a racist perspective as he is abusing a lower class due to their skin color in order to still maintain his power(wealth). Slave owners and generally whites, can further extend their dominance towards African Americans by heavily oppressing the lower class, ultimately reflecting a fearful preservation of power to whites when observed by African Americans.

Despite the presence of a slave owners wealth in slavery, another form of power is how slaves were visually seen and the malignant objects they corresponded to. Morrison gives an example of a bric-a-brac item that reflects the general customs African Americans had to encounter by displaying a slogan on a particular object. Morrison focuses and describes the “inscription, eyes, and mouth in gross detail” which convey a significant meaning when considering the context and power of the time period(Racism and Hegemony- 2004). The text inscribed reads, “At Yo’ Service.” (300). It is evident that throughout the novel the white communities are superior which ultimately conveys a moral message of slave labor for their racial group(white). Hence, it is reasonable to infer that the bric-a-brac represents a slaves meaning to American groups(service). Slaves are brutalized and inferior to society, as seen with Sethe and Paul D’s experiences with schoolteacher, which generally initiates a clear sense of hatred and mandatory labor to serve the whites. Morrison then describes the items “mouth” which can signify a clear representation of a slave “bit”(Racism and Hegemony- 2004). Morrison describes the mouth in “gross detail”, implying that slaves were forced to wear bits, restricting them from speaking. Sethe harmed from her past, undertakes these attributes by showing “that the hurt was always there-- like a tender place in the corner of her mouth that the bit left”(69). Moreover, Sethe was not the only victim to this instance due to the fact that Paul D also experiences similar events by telling Sethe that the “wildness that shot into the eye the moment the lips were yanked back...how offended the tongue is, held down by iron”(71).

As Morrison focuses on the mouth of the bric-a-brac, she specifies its mouth which when connecting it to Sethe's past, could represent the brutal events she had to uptake by wearing that object. The “gross detail” of the mouth and more importantly the bit, symbolize the amount of say African Americans had and how it helped whites maintain their control over this un-superior population. All in all, the power associated with the different aspects of this item(bric-a-brac) establishes a clear restriction to the amount of power slaves obtained when being heavily oppressed by white groups.

To sum up, slavery is not only necessarily seen through the physical actions individuals commit but also through items that recollect remorseful events. It is important to consider this as physical objects can represent slavery and allow its development to continue for significant periods of time, ultimately allowing social groups to become more dominant. As this progresses, clear distinctions regarding power advance and as seen in the novel, cause major gaps between superior and un-superior groups.

Beloved and Marxism: Roles of an Individual in a Community - Close Reading

Beloved

A novel by Toni Morrison

..."I stopped him," she said, staring at the place where the fence used to be.
I took and put my babies where they'd be safe"
...
"What you did was wrong, Sethe.
I should have gone on back there? Taken my babies back there?
There could have been a way. Some other way.
What way?

You got two feet, Sethe, not four, he said, and right then a forest sprang up between them; trackless and quiet". (193-194).

2004 Edition

The Marxist/Sociopolitical lens is used to analyze class differences by substantiating which class is in power and which class is not, and what defines who has power whether it be through wealth, race, religion, or ideology. By using this lens the reader is able to better understand how power is distributed based on these certain factors. Marxist criticism also states that literary works are often not genuine works of art, but are the the result of economic and ideological conditions of the time period, often reflecting the author's own relation to class.

When Sethe states that "I stopped him" she is literally referring to the school teacher who represents the main proponent of class disparity in the novel. Similarly to Marxist theory, when the Bourgeois or the school teacher in this case exploits the proletariat or slaves the ruled classes revolt.

By comparing Sethe to a four legged beast in, "You got two feet, Sethe, not four," Paul D is stating that she acted savagely in killing her own offspring. However, Sethe tries to justify her behavior by stating, "I took and put my babies my babies where they'd be safe" (193). While Sethe states she acted out of love, she behaved like an animal simply because she was treated like one under the reign of the schoolteacher. The societal norms set by slave owners were so influential, it became normal in that time to associate slaves with animals.

After Paul D's and Sethe's conversation "...a forest sprang up between them; trackless and quiet" (193). The forest is used as an expression to relay the awkward long silence between the two characters, and the distance created by that statement. The conspicuous sprouting of the forest further solidifies the idea that both characters could sense the distance between the two. In addition to the image of conflicting ideas between the characters, the forest could also serve as a metaphor for institutional oppression. The forest can provide but also take away from its inhabitants, just as people and things endearing to both Sethe and Paul D were taken away from them, while giving only little in return.

Morrison presents the idea that the dehumanizing effects of slavery are used to characterize Sethe as mentally unstable and the foundation for that assumption is based. Sethe is unable to distinguish panic and fear with love as evidenced by, "I should have gone on back there? Taken my babies back there?" (193) Through Sethe, Morrison is communicating the idea that the class disparity and inequality are the root cause of Sethe and possibly many slaves' hapless mental states. The ruling class or slave owners are able to treat their slaves or proletariat poorly because they define their slaves as lesser because of different race and socioeconomic position. Ironically, if Sethe's love was so "thick" , why would she subject them to behavior similar to that of what she experienced at "Sweet Home"? The answer is simple, whatever damaging mannerisms and ideologies employed by the ruling class used to oppress the slaves is where Sethe's unorthodox behavior originates.

Beloved - Marxism Close Reading - Sethe's Views

“The War had been over four or five years then, but nobody white or black seemed to know it. Odd clusters and strays of Negros wandered the back roads and cow-paths from Schendary to Jackson. Dazed but insistent, they searched each other out for word of cousin, an aunt, a friend who once said, “Call me. Anytime you get near Chicago, just call me.” Some of them were running from dead crops, dead kin, life threats, and took-over land. Boys younger than Buglar and Howard: configurations and blends of families of women and children,while elsewhere, solitary, hunted and hunting for, were men, men, men. Forbidden public transportation, chased by debt and filthy “talking sheets,”...when they met one another they neither described nor asked about the sorrow that drove them from one place to another. The whites did not bear speaking on. Everybody knew” (63).

In this passage, Paul D, Denver, and Sethe have arrived from the carnival and are at 124, approaching their house. In this scene, they see a dressed women coming out of the water. The dressed women is Beloved and as they meet and get situated Paul D is partially visualizing the way Beloveds "people" were. Focusing on Paul D's perspective, power is greatly associated with what is currently occurring in the novel as Sethe is constantly recalled by her superiority in her society. In terms of Marxism, the power differential is seen in multiple parts of this passage through the author's use of imagery, personification(s), and word usage.

Imagery is the most evident use of a literary device through the novel and in this passage, we see this through the descriptions of Negroes and their relation to society “4 or 5 years” after the Civil War since it was a battle that was involved massive African American populations. Paul D explains how “odd clusters and strays of Negros wandered the back roads and cow-paths from Schendary to Jackson” ultimately displaying an image of African Americans generally walking down dark alleys where they are excluded from the “real world”. This is reasonable to visualize as ideologies regarding slavery were still put into effect by those individuals above- in power- African Americans. In addition, he describes these people of his race by making it clear that their “Dazed but insistent, [and] they searched each other out for word of cousin, an aunt, a friend.” This tells the reader one of the main purposes on why these segregated individuals seem perplexed. It is seen through the external and mental visualization that has to do with finding one's family since slaves were separated at young ages. Furthermore, few alliteration enhances a reader's perspective on the issues described by Paul D as he states, “...hunted and hunting for, were men, men, men” which basically means that black men before the Civil War were heavily targeted and used to potentially be given more labor by those with “power” -- free.

Applying feelings/emotions and  human characteristics to objects generally expresses multiple ideas regarding Paul D's interpretation of his past. Paul D describes how people in his community during the late 1800’s had a strong association with slavery, became hated upon and weakened even after slaves were freed. The tragic memories that revolve around Paul D's mind are seen when he describes possibly himself, along with other African Americans, being chased by “debt”. Debt is personified as a figure that haunts the African American community, therefore being "chased by debt" could possibly signify that those who weren't powerful and in control, were greatly impacted by wealth and were then treated unfairly from an economic standpoint. Being chased by debt can most nearly mean being constantly affected by charges an individual has no cause for. Paul D then implements emotions in this device when he states “neither[blacks] described nor asked about the sorrow that drove them from one place to another.” The word sorrow is illustrated as a characteristic that drives an individual from one place to another, hence, the word sorrow and driving imply that the sadness of the slave -for example- is taken as a burden throughout their journey(life) and avoids being explained to others.  

Moreover, the word-usage also has a great effect on the general perspective(s) of this passage. For instance, words like “forbidden”, “solitary” and “life-threats”, signify that there is generally a weak amount of power implied to the individuals that correspond to these phrases which involves Paul D. This strengthens the visualization of Paul D as colored individuals were restricted to ride on “public transportations” and were constantly threatened due to their skin color. The words used in the preceding sentences also contribute to the overall tone and message of the passage. The author is clearly referring to Negroes and the horrible lifestyles that corresponded to Sethe's and Paul's D's past by beginning phrases with, “Odd clusters and strays of Negroes..” and “some of them were running” showing that Negroes at the time were unified but un-superior since they were “running” from life-threats and “took over land.” The words “took over land” demonstrate the groups who owned land, thus owning what is used on the land, such as slaves. The author also mentions “Forbidden transportation” which explains one of the issues African Americans faced. This could have caused multiple forms of violence that could have marked Paul D's interpretation of society since his race was the group that was being heavily oppressed. What makes this device more evident and strengthen in meaning is that the passage mentions “whites” as a group that “did not bear speaking on” the issue since “everybody knew”, meaning that society as a whole knew the challenges Negroes were facing. Whites in the passage are seen as superior since they are mentioned but not targeted like Negros, making “whites” more accountable for the issues faced by Paul D or Sethe. Furthermore, whites demonstrate American values which are seen in an individual who is greatly associated with freedom and liberty. At the time, these aspects in an individual generally gave them the right to own property and receive incredible amounts of wealth ultimately carrying significant amounts of power.  

"Why I Chose this Lens" - Beloved

There are a variety of lenses in which the novel, “Beloved” by Toni Morrison, can be seen in. What I plan to focus on throughout my reading of this book, is the Marxist/ Socio-Political Lens. The Marxist/ Soci-political lenses emphasis on the characters that have economic power and how their actions and attitudes change/differ from individuals in other economic classes.  I find this lens very intriguing as it allows me to identify the origins of power and its effects throughout the book. I find the separation of powers as the root to characters internal conflicts. Additionally, I believe that this lens can be portrayed both directly and indirectly. Various information regarding this critical lens is easily identifiable where as other information requires significant analysis and level of inference(s). In addition, this lens has a strong connection with the author of the book. Hence, providing a significant portion of a Historical/Biographical lens. The time period the author wrote the novel could have affected the overall structure and theme of the book. If the author were to encounter dreadful and remorseful events while he/she was producing the novel, then there could most likely be a reflection of his/her reality. The economic status of the author also plays a large role in the book as it could portray characters differently in terms of wealth and personal struggles, ultimately leading to a differential in “power”.

Marxism: Why I Chose This Lens

What is the Marxist lens, more importantly, why did I chose to analyze my book using this lens?

The Marxist lens has intrigued me because every time I hear "Marxism", I think of Soviet Russia and the numerous amounts of human right violations that occurred in its wake. Despite this, I realize that the idea of Marxism itself is not inherently evil. I know that the Marxist lens particularly focuses on how social classes and power are displayed in a text. It is important when using the Marxist lens to determine which class characters belong too. Usually, the Marxist lens will call upon the reader to compare the power and relationships of social classes of the story. The reader is then asked to determine whether or not their text is supporting the power structure between social classes. Personally, I believe that if a person is to succeed in life, they have the ability to do so through hard work. However, success is also determined also by a number of other outside factors, though not as major. In the past however, success was determined not by the sweat of one’s brow but by social class. Using this lens would be a great way to examine this inequality. Another lens that I considered using was the historical/biographical lens simply because the period after the American Civil War paved the road to civil rights movements. It would be interesting to see how the thoughts of grief, negativity, manifested into something much more, possibly more grief, ideas, or in the case of Beloved, phantoms. As a result of this project, I hope to gain a much more cosmopolitan perspective on life and be able to challenge my own ideas in order to strengthen them. I also hope to see that as a result of this project, I would have more practice in analyzing the motives of the author for writing text as well as gaining that new perspective.

Why I chose the Marxist Lense

The lens that I have chosen is the Marxist lens, or the socio-economic. I was really interested in this lense because power structures have always been interesting, including the motivations for putting people in power and the actions which people take to stay in power once there. I was especially interested in getting past the obvious power structures, such as master and slave, and getting into the more complicated ones, such as household leader and responsibility bearer. This was the most interesting to me because it encompasses most of the other lenses as well, such as race, or gender, and puts them to work inside of the power structure. This will allow me to get onto all of the topics that i feel are important to me. The other one which I considered doing was the postmodernism lense, but as I was having some problems really understanding that on a deep level, so I chose not to. From this project I am hoping to see the book a new way, and begin to think about the power structures in my life more often.  
-Kc