Introduction: “Hanging Fire” by Audre Lorde
“Hanging Fire” by Audre Lorde was first written in 1978 and published in her collection The Black Unicorn. The poem captures the angst and uncertainty of a 14-year-old Black girl grappling with issues of identity, self-doubt, and the complexities of growing up. Lorde’s use of free verse and direct language creates an authentic voice that resonates with readers. The poem’s repetitive refrain “and momma’s in the bedroom/ with the door closed” emphasizes the speaker’s isolation and longing for connection. “Hanging Fire” is a powerful exploration of adolescence, race, and the search for self-acceptance.
Text: “Hanging Fire” by Audre Lorde
I am fourteen
and my skin has betrayed me
the boy I cannot live without
still sucks his thumb
in secret
how come my knees are
always so ashy
what if I die
before morning
and momma’s in the bedroom
with the door closed.
I have to learn how to dance
in time for the next party
my room is too small for me
suppose I die before graduation
they will sing sad melodies
but finally
tell the truth about me
There is nothing I want to do
and too much
that has to be done
and momma’s in the bedroom
with the door closed.
Nobody even stops to think
about my side of it
I should have been on Math Team
my marks were better than his
why do I have to be
the one
wearing braces
I have nothing to wear tomorrow
will I live long enough
to grow up
and momma’s in the bedroom
with the door closed.
Annotations: “Hanging Fire” by Audre Lorde
| Line | Annotation |
| I am fourteen | The speaker’s age, emphasizing their adolescence and vulnerability. |
| and my skin has betrayed me | Reference to acne or other skin issues, symbolizing bodily changes and self-consciousness. |
| the boy I cannot live without | Unrequited love or intense crush, highlighting emotional turmoil. |
| still sucks his thumb | Immaturity or childish behavior, contrasting with the speaker’s growing awareness. |
| in secret | Hidden habits or desires, indicating shame or insecurity. |
| how come my knees are always so ashy | Dry skin, symbolizing neglect or self-care struggles. |
| what if I die before morning | Fear of mortality, highlighting anxiety and existential concerns. |
| and momma’s in the bedroom with the door closed | Mother’s absence or unavailability, emphasizing feelings of isolation. |
| I have to learn how to dance in time for the next party | Pressure to conform to social expectations, highlighting self-doubt. |
| my room is too small for me | Metaphorical constraint, symbolizing feelings of suffocation or limitation. |
| suppose I die before graduation | Fear of not fulfilling potential or meeting expectations. |
| they will sing sad melodies but finally tell the truth about me | Posthumous recognition, highlighting the desire for authenticity and understanding. |
| There is nothing I want to do and too much that has to be done | Feeling overwhelmed by responsibilities and lacking personal desire. |
| and momma’s in the bedroom with the door closed | Repetition emphasizes the mother’s absence and the speaker’s feelings of abandonment. |
| Nobody even stops to think about my side of it | Feeling unheard or invalidated, highlighting the need for empathy. |
| I should have been on Math Team | Unfulfilled potential or missed opportunities, emphasizing self-doubt. |
| my marks were better than his | Comparison to peers, highlighting competitiveness and insecurity. |
| why do I have to be the one wearing braces | Physical imperfections, symbolizing self-consciousness and insecurity. |
| I have nothing to wear tomorrow | Pressure to present oneself, highlighting anxiety about appearance. |
| will I live long enough to grow up | Fear of mortality, emphasizing the desire for growth and self-actualization. |
| and momma’s in the bedroom with the door closed | Final repetition, emphasizing the speaker’s sense of isolation and abandonment. |
Literary And Poetic Devices: “Hanging Fire” by Audre Lorde
| Device | Example from “Hanging Fire” | Explanation |
| Alliteration | “my marks were better” | Repetition of the ‘m’ sound creates a rhythmic effect. |
| Allusion | “I should have been on Math Team” | References a typical school activity, indicating the speaker’s missed opportunities. |
| Anaphora | “and momma’s in the bedroom with the door closed.” | Repetition of this line emphasizes the mother’s absence and the speaker’s isolation. |
| Assonance | “my knees are always so ashy” | Repetition of the ‘a’ sound creates a musical quality. |
| Consonance | “suppose I die before graduation” | Repetition of the ‘s’ sound in “suppose” and “grads” provides a subtle rhyme. |
| Enjambment | “in secret / how come my knees are / always so ashy” | The continuation of a sentence without a pause beyond the end of a line, adding to the flow. |
| Epistrophe | “with the door closed.” | Repetition of this phrase at the end of multiple stanzas emphasizes a sense of finality. |
| Hyperbole | “what if I die before morning” | Exaggeration to express the speaker’s dramatic feelings of anxiety. |
| Imagery | “my knees are always so ashy” | Vivid description that appeals to the senses, creating a clear image of the speaker’s concerns. |
| Irony | “I should have been on Math Team” | The speaker’s achievements are ignored despite their potential, contrasting with their reality. |
| Juxtaposition | “There is nothing I want to do / and too much that has to be done” | Placing contrasting ideas close together highlights the speaker’s conflicting feelings. |
| Metaphor | “my skin has betrayed me” | Comparing skin to a traitor to express feelings of puberty and body image issues. |
| Mood | Overall melancholic and anxious tone | The use of language and imagery creates a sense of melancholy and anxiety. |
| Personification | “my skin has betrayed me” | Giving human traits to skin to express the speaker’s distress with their appearance. |
| Repetition | “and momma’s in the bedroom with the door closed.” | Repeated to emphasize the speaker’s sense of abandonment. |
| Rhetorical Question | “how come my knees are always so ashy” | Questions posed to reflect the speaker’s internal struggles and uncertainties. |
| Symbolism | “braces” | Braces symbolize the speaker’s discomfort with their appearance and the transition of growing up. |
| Theme | Adolescent anxiety and isolation | The poem explores themes of teenage angst, insecurity, and the longing for connection. |
| Tone | Reflective and anxious | The poet’s choice of words and structure reflects the speaker’s anxious and contemplative state. |
Themes: “Hanging Fire” by Audre Lorde
- Adolescent Angst and the Search for Identity:
- The 14-year-old speaker grapples with the insecurities and anxieties of adolescence, feeling betrayed by her own body and desperate for acceptance. Her concerns about ashy knees and having nothing to wear reveal a preoccupation with fitting in and meeting societal expectations of beauty. The cramped feeling of her room mirrors her inner turmoil as she navigates the complexities of self-discovery and yearns for a space to grow into her own identity.
- Fear of Mortality and the Desire for Recognition:
- The speaker’s repeated fear of dying before morning or graduation underscores a profound anxiety about mortality and the passage of time. This fear is intertwined with a longing for recognition and validation. The hope that others will finally “tell the truth” about her after she’s gone reveals a deep-seated desire to be seen, understood, and appreciated for who she truly is.
- Parental Absence and Emotional Neglect:
- The recurring image of the mother in the bedroom with the door closed serves as a powerful symbol of emotional distance and neglect. This physical barrier represents a lack of communication and understanding between mother and daughter, leaving the speaker feeling isolated and unheard. The mother’s absence amplifies the speaker’s adolescent angst and contributes to her feelings of insecurity and loneliness.
- 4. Gender and Racial Inequality:
- The poem subtly addresses the intersectional experiences of gender and racial inequality. The speaker’s frustration over being the one who has to wear braces hints at the societal pressures and expectations placed on young girls. Additionally, the mention of being better at math than a boy but not being on the Math Team suggests potential discrimination based on race and gender. These experiences further marginalize the speaker and contribute to her feelings of isolation and frustration.
Literary Theories and “Hanging Fire” by Audre Lorde
| Literary Theory | Key Concepts | References from “Hanging Fire” |
| Feminist Theory | Focuses on the representation of women and their experiences in literature, challenging patriarchal norms. | 1. The speaker’s concerns about appearance and societal expectations regarding femininity. 2. The mother’s absence and its impact on the speaker, reflecting gender roles and family dynamics. |
| Psychoanalytic Theory | Analyzes characters’ behaviors and motivations through the lens of psychology, particularly Freudian concepts. | 1. Anxiety and insecurity related to puberty and body image, reflecting Freud’s theory of psychosexual development. 2. The speaker’s feelings of isolation and abandonment, exploring themes of attachment and separation. |
| Reader-Response Theory | Emphasizes the role of the reader in interpreting and constructing meaning from a text, focusing on personal responses. | 1. Readers may empathize with the speaker’s teenage struggles, relating to feelings of uncertainty and longing for acceptance. 2. Different readers may interpret the poem’s themes of adolescence and isolation based on their own experiences. |
Critical Questions about “Hanging Fire” by Audre Lorde
- How does the poem’s structure and use of repetition contribute to its overall meaning?
- The poem’s free verse structure mirrors the chaotic and unfiltered nature of the speaker’s thoughts and emotions. The repetition of phrases like “and momma’s in the bedroom/with the door closed” and “what if I die before…” emphasizes the speaker’s anxieties and preoccupations, creating a sense of urgency and claustrophobia. The fragmented lines and abrupt shifts in focus reflect the speaker’s scattered thoughts and the disjointed nature of adolescence, heightening the poem’s emotional impact.
- What is the significance of the mother’s closed bedroom door in the poem?
- The closed bedroom door serves as a powerful symbol of the emotional and physical distance between mother and daughter. It represents a lack of communication, understanding, and emotional support, leaving the speaker feeling isolated and neglected. The recurring image of the closed door reinforces the speaker’s sense of alienation and the emotional void created by her mother’s absence.
- How does the poem explore the intersectionality of race, gender, and adolescence?
- The speaker’s experiences as a young Black girl are central to the poem. Her anxieties about her appearance, fear of discrimination, and desire for acceptance are all shaped by societal expectations and prejudices. The poem subtly touches on the unique challenges faced by Black girls growing up, highlighting the intersection of race, gender, and adolescence in shaping their experiences and self-perception. Lorde’s use of language and imagery effectively conveys the complexities of the speaker’s identity and the social pressures she faces.
- What is the significance of the title “Hanging Fire” in relation to the poem’s themes?
- The title “Hanging Fire” suggests a state of suspended animation, uncertainty, and anticipation. It reflects the speaker’s feeling of being stuck between childhood and adulthood, grappling with anxieties about the future while yearning for recognition and connection in the present. The title also alludes to the poem’s central theme of waiting – waiting to grow up, waiting to be seen, waiting for life to begin. This sense of waiting is further emphasized by the poem’s repetitive structure and the speaker’s unanswered questions.
Topics, Questions and Answers about “Hanging Fire” by Audre Lorde
| Topic | Question | Answer |
| Identity | What is the speaker’s main concern about their identity? | The speaker is struggling with their adolescent identity, including bodily changes, self-consciousness, and feelings of insecurity. |
| Relationships | What is the nature of the speaker’s relationship with their mother? | The speaker feels abandoned and unheard by their mother, who is physically present but emotionally distant, emphasizing the speaker’s sense of isolation. |
| Mortality | What fear does the speaker express repeatedly in the poem? | The speaker fears dying young, before achieving their potential or experiencing life fully, highlighting their existential anxiety. |
| Self-Expression | What does the speaker feel pressured to do, despite lacking personal desire? | The speaker feels pressured to conform to social expectations, such as learning to dance for a party, highlighting the tension between external demands and personal authenticity. |
Literary Works Similar to “Hanging Fire” by Audre Lorde
- “First Fig” by Edna St. Vincent Millay: Both poems explore the anxieties and uncertainties of female adolescence, with a focus on the body and self-image.
- “Daddy” by Sylvia Plath: Like “Hanging Fire,” “Daddy” delves into the complexities of a parent-child relationship, though from a darker and more confessional perspective.
- “To an Athlete Dying Young” by A.E. Housman: Both poems grapple with the theme of mortality and the fleeting nature of youth, though Housman’s poem focuses on a young athlete’s death, while Lorde’s explores the fear of dying before fulfilling one’s potential.
- “The Mother” by Gwendolyn Brooks: Both poems examine the emotional distance and complexities within mother-daughter relationships, though Brooks’ poem focuses on the mother’s perspective and the pain of abortion.
- “Nikki-Rosa” by Nikki Giovanni: Both poems explore the experiences of Black girls coming of age, with a focus on identity, family, and societal expectations.
Suggested Readings: “Hanging Fire” by Audre Lorde
Books:
Lorde, Audre. The Black Unicorn. W. W. Norton & Company, 1978.
—. The Collected Poems of Audre Lorde. W. W. Norton & Company, 1997.
Gilbert, Sandra M., and Susan Gubar. The Madwoman in the Attic: The Woman Writer and the Nineteenth-Century Literary Imagination. Yale University Press, 2000.
Web Links:
Poetry Foundation. “Hanging Fire.” Poetry Foundation, [invalid URL removed].
Academy of American Poets. “Audre Lorde.” Poets.org, https://poets.org/poet/audre-lorde.
Representative Quotations of “Hanging Fire” by Audre Lorde
| Quotation | Context | Theoretical Perspective |
| “and momma’s in the bedroom with the door closed.” | The speaker repeatedly mentions the mother’s absence, highlighting a sense of isolation and longing for connection. This line underscores the emotional distance between the speaker and their caregiver. | Feminist Theory: This line reflects the patriarchal expectation of mothers as caregivers, often neglecting their own needs and emotional availability, which affects the speaker’s sense of security and identity. |
| “suppose I die before graduation” | The speaker expresses intense anxiety about the future, reflecting the uncertainty and fear of mortality commonly experienced during adolescence. This line reveals the speaker’s preoccupation with mortality and the urgency to navigate life’s challenges. | Psychoanalytic Theory: Freudian concepts of death anxiety and the fear of the unknown can be applied to analyze the speaker’s fixation on mortality, which stems from unresolved psychological conflicts associated with adolescence and identity formation. |
| “Nobody even stops to think about my side of it” | The speaker feels disregarded and misunderstood by others, emphasizing a lack of empathy and support from their social environment. This line highlights the speaker’s frustration and the desire for validation and understanding. | Reader-Response Theory: This quotation invites readers to consider the speaker’s perspective and empathize with their struggles, emphasizing the role of personal interpretation in understanding the emotional depth of the poem. |
| “There is nothing I want to do / and too much / that has to be done” | The speaker expresses a sense of overwhelm and apathy, grappling with conflicting desires and responsibilities. This line captures the internal tension between the speaker’s lack of motivation and the pressure to fulfill societal expectations. | Feminist Theory: The speaker’s struggle reflects gendered expectations and societal pressures on women to balance personal desires with external obligations, highlighting the limitations imposed by patriarchal norms on individual agency and fulfillment. |
| “my skin has betrayed me” | The speaker personifies their skin, suggesting feelings of alienation and dissatisfaction with their changing body during adolescence. This line encapsulates the speaker’s struggle with self-image and the challenges of bodily transformation. | Psychoanalytic Theory: This quotation can be analyzed through Freudian theories of body image and identity formation, illustrating the speaker’s psychological discomfort and disconnection from their physical self as they navigate puberty and self-discovery. |