The Rights of Black People in "Everyday Use" by Walker

Toni Cade Bambara’s “The Lesson” and Alice Walker’s “Everyday Use” delve into the complexities of the Black Empowerment Movement of the 1970s. Despite the abolition of slavery over a century prior, African Americans faced new forms of oppression rooted in systemic economic and educational inequalities. Within this context, the characters Miss Moore from Bambara’s narrative and Dee from Walker’s story emerge as influential figures. Both women, armed with their education and a desire for social justice, embody the struggle for cultural reclamation and economic equity. While Miss Moore adopts a progressive approach to Afro-centrism to uplift her community, Dee’s perspective in “Everyday Use” is more self-serving, as she seeks to distance herself from her humble origins.

Contrasting Ideologies and Appearances

The ideological beliefs of Miss Moore and Dee are vividly reflected in their physical appearances. During the 1970s, African Americans began to reclaim their African heritage as a means of forging a unique identity that rejected the dominant white culture. This reclamation is evident in the styles and expressions of both characters. Miss Moore’s portrayal in “The Lesson” emphasizes her minimalistic style—her “nappy hair” and “proper speech” convey a connection to her roots and a rejection of mainstream beauty standards (Bambara 61). In contrast, Dee’s return from college in “Everyday Use” is marked by flamboyant attire: “a dress so loud it hurt my eyes,” adorned with vibrant colors reminiscent of traditional African garments (Walker 791). Both women’s choices in hair and clothing serve as expressions of defiance against the historically oppressive norms of white society.

Educational Accomplishments and Community Responsibility

Both Miss Moore and Dee represent a rare achievement for women of their era, particularly for African American women, in attaining a college education. Dee's educational journey is made possible through the sacrifices and support of her mother and community, allowing her to escape the limitations of her rural Southern upbringing. Miss Moore’s background remains less defined, yet it can be inferred that she, too, emerged from a challenging environment, likely characterized by urban poverty. Upon returning to her community, Miss Moore takes it upon herself to educate the youth, asserting that it is her responsibility to contribute to their future (Bambara 61). This selflessness highlights the role of educated leaders in the empowerment movement.

In “Everyday Use,” Dee uses her education to educate her family, albeit in a condescending manner. She reads to her mother and sister, imposing her views and knowledge upon them: “She used to read to us without pity; forcing words, lies, other folks’ habits, whole lives upon us two…” (Walker 790). Dee’s interactions reflect her desire to elevate herself above her family, showcasing the tension between generations in the quest for empowerment.

Messages of Empowerment: Economic Inequality vs. Cultural Reclamation

While both Miss Moore and Dee are catalysts for change, their messages diverge significantly. Miss Moore's mission in “The Lesson” revolves around economic inequality. By taking her students to an affluent toy store, she seeks to expose them to the stark contrasts in wealth distribution: “Imagine for a minute what kind of society it is in which some people can spend on a toy what it would cost to feed a family of six or seven” (Bambara 66). Her aim is to instill a sense of awareness among the children, encouraging them to aspire for success and challenge the economic barriers they face.

Conversely, Dee’s message in “Everyday Use” is centered around cultural pride, but it is muddied by her desire to reject her past. Her decision to change her name to Wangero signifies a break from her heritage, stating, “I couldn’t bear it any longer being named after people who oppress me” (Walker 792). While her intentions may stem from a place of empowerment, her approach alienates her family, as she views their lifestyle as inferior. She dismisses her sister Maggie’s way of life, asserting, “You ought to try and make something of yourself, too, Maggie. It’s really a new day for us. But from the way you and Mama still live you’d never know it” (Walker 795). This condescending attitude underscores the generational divide and the complexities of cultural reclamation.

Clash of Generations in the Empowerment Movement

Dee's earnest intentions for her race's improvement can sometimes come across as ignorant or dismissive of the older generation's experiences. She desires to possess family artifacts, such as quilts and a butter churn, but does so with a lack of understanding of their significance in her family’s current life. Her disdain for Maggie’s appreciation of the quilts as everyday items exemplifies this disconnect: “Maggie can’t appreciate these quilts! […] She’d probably be backward enough to put them to everyday use” (Walker 794). Dee’s desire to showcase her heritage as a relic of the past fails to acknowledge the ongoing struggles of her family.

In contrast, Miss Moore’s grounded approach to empowerment acknowledges the existing obstacles faced by African Americans without contributing to generational tensions. Her educational efforts focus on addressing economic disparities, recognizing that financial freedom is essential for achieving broader social justice. Miss Moore’s perspective is more pragmatic, aiming to create pathways to opportunity for her community.

Conclusion: A Call for Unity and Understanding

Both Miss Moore and Dee play crucial roles in their respective narratives, advocating for the rights and empowerment of African Americans. While their messages differ—Miss Moore emphasizing economic justice and Dee advocating for cultural pride—both contribute to the broader movement for Black empowerment. Their journeys highlight the importance of understanding and addressing the complexities of identity and social justice within the African American community. Ultimately, their stories call for unity, bridging generational divides to create a more equitable future.

References:

• Bambara, Toni Cade. "The Lesson." In *Gorilla, My Love*. New York: Random House, 1972.
• Walker, Alice. "Everyday Use." In *In Love and Trouble: Stories of Black Women*. New York: Harcourt Brace Jovanovich, 1973.