Introduction: “Power” by Audre Lorde
“Power” by Audre Lorde, first appeared in 1978 in the collection A Soldier’s Blue, is characterized by its raw, passionate exploration of identity, power dynamics, and the interconnectedness of oppression. Lorde uses vivid imagery and powerful language to convey her experiences as a Black woman, challenging societal norms and demanding recognition of her marginalized voice. The central theme of the poem is the importance of reclaiming power as a marginalized individual, recognizing one’s own strength, and using that power to dismantle systems of oppression.
Text: “Power” by Audre Lorde
The difference between poetry and rhetoric
is being ready to kill
yourself
instead of your children.
I am trapped on a desert of raw gunshot wounds
and a dead child dragging his shattered black
face off the edge of my sleep
blood from his punctured cheeks and shoulders
is the only liquid for miles
and my stomach
churns at the imagined taste while
my mouth splits into dry lips
without loyalty or reason
thirsting for the wetness of his blood
as it sinks into the whiteness
of the desert where I am lost
without imagery or magic
trying to make power out of hatred and destruction
trying to heal my dying son with kisses
only the sun will bleach his bones quicker.
A policeman who shot down a ten year old in Queens
stood over the boy with his cop shoes in childish blood
and a voice said “Die you little motherfucker” and
there are tapes to prove it. At his trial
this policeman said in his own defense
“I didn’t notice the size nor nothing else
only the color”. And
there are tapes to prove that, too.
Today that 37 year old white man
with 13 years of police forcing
was set free
by eleven white men who said they were satisfied
justice had been done
and one Black Woman who said
“They convinced me” meaning
they had dragged her 4’10” black Woman’s frame
over the hot coals
of four centuries of white male approval
until she let go
the first real power she ever had
and lined her own womb with cement
to make a graveyard for our children.
I have not been able to touch the destruction
within me.
But unless I learn to use
the difference between poetry and rhetoric
my power too will run corrupt as poisonous mold
or lie limp and useless as an unconnected wire
and one day I will take my teenaged plug
and connect it to the nearest socket
raping an 85 year old white woman
who is somebody’s mother
and as I beat her senseless and set a torch to her bed
a greek chorus will be singing in 3/4 time
“Poor thing. She never hurt a soul. What beasts they are.”
Annotations: “Power” by Audre Lorde
| Lines | Annotation |
| The difference between poetry and rhetoric | A comparison of two forms of communication: poetry, often associated with emotion and imagination, and rhetoric, often associated with persuasion and logic. |
| is being ready to kill | Suggests a fundamental difference between the two: poetry often involves personal sacrifice and vulnerability, while rhetoric can be used for manipulation or control. |
| yourself | Implies a willingness to confront one’s own pain and limitations. |
| instead of your children. | Highlights the destructive nature of violence and the importance of protecting the next generation. |
| I am trapped on a desert of raw gunshot wounds | Metaphorical representation of the traumatic experiences faced by marginalized communities. |
| and a dead child dragging his shattered black | Emphasizes the devastating impact of violence on children, particularly those from marginalized backgrounds. |
| face off the edge of my sleep | Suggests the haunting nature of trauma, which can intrude even into dreams. |
| blood from his punctured cheeks and shoulders | A graphic depiction of the violence inflicted on the child. |
| is the only liquid for miles | Highlights the isolation and desolation experienced in the face of trauma. |
| and my stomach | Suggests the physical and emotional toll of witnessing such violence. |
| churns at the imagined taste | Implies a perverse desire for revenge or retribution. |
| while | Contrasts the desire for revenge with the speaker’s own vulnerability and pain. |
| my mouth splits into dry lips | A physical manifestation of emotional distress and a loss of compassion. |
| without loyalty or reason | Indicates a state of desperation and a willingness to abandon moral principles. |
| thirsting for the wetness of his blood | A disturbing image that suggests a desire for violence and a loss of humanity. |
| as it sinks into the whiteness | Highlights the racial dynamics of the situation and the contrast between the victim’s dark skin and the desolate landscape. |
| of the desert where I am lost | Symbolizes the speaker’s feeling of being adrift and without direction in a world marked by injustice. |
| without imagery or magic | Suggests a loss of hope and a reliance on more primal instincts. |
| trying to make power out of hatred and destruction | Acknowledges the destructive nature of seeking power through violence and hatred. |
| trying to heal my dying son with kisses | A futile attempt to alleviate suffering and a reminder of the limitations of love in the face of overwhelming violence. |
| only the sun will bleach his bones quicker. | A bleak outlook on the future and a recognition of the inevitability of death. |
| A policeman who shot down a ten year old in Queens | Introduces a real-world example of police brutality and racial injustice. |
| stood over the boy with his cop shoes in childish blood | A graphic image that highlights the callousness and cruelty of the perpetrator. |
| and a voice said “Die you little motherfucker” and | A shocking example of the hatred and contempt displayed by the police officer. |
| there are tapes to prove it. | Emphasizes the evidence supporting the accusations against the police officer. |
| At his trial | Introduces the legal proceedings related to the incident. |
| this policeman said in his own defense | Highlights the perpetrator’s attempt to justify his actions. |
| “I didn’t notice the size nor nothing else | Reveals the police officer’s racist indifference and his inability to recognize the humanity of the child. |
| only the color”. And | Further emphasizes the racial bias underlying the crime. |
| there are tapes to prove that, too. | Reinforces the evidence against the police officer. |
| Today that 37 year old white man | Introduces the outcome of the trial. |
| with 13 years of police forcing | Highlights the perpetrator’s history of violence and abuse of power. |
| was set free | Indicates the unjust nature of the verdict. |
| by eleven white men who said they were satisfied | Reveals the racial bias of the jury and their failure to uphold justice. |
| justice had been done | A sarcastic statement that highlights the injustice of the verdict. |
| and one Black Woman who said | Introduces a dissenting voice among the jurors. |
| “They convinced me” meaning | Explains the Black woman’s capitulation to societal pressures and her internalized racism. |
| they had dragged her 4’10” black Woman’s frame | A metaphor for the psychological and emotional pressure exerted on the Black woman. |
| over the hot coals | Represents the historical and systemic racism that has shaped her worldview. |
| of four centuries of white male approval | Highlights the oppressive nature of white patriarchal power. |
| until she let go | Suggests a moment of surrender and a loss of agency. |
| the first real power she ever had | Ironically, the Black woman’s “power” is ultimately revealed to be a self-destructive force. |
| and lined her own womb with cement | A disturbing image that symbolizes the speaker’s loss of hope for the future and her willingness to sacrifice her own fertility. |
| to make a graveyard for our children. | A bleak outlook on the future and a recognition of the devastating consequences of systemic injustice. |
| I have not been able to touch the destruction | Acknowledges the speaker’s own internalized pain and the difficulty of confronting it. |
| within me. | Emphasizes the personal nature of trauma and its impact on the individual. |
| But unless I learn to use | Suggests the need for personal transformation and a new approach to dealing with injustice. |
| the difference between poetry and rhetoric | Returns to the central theme of the poem and emphasizes the importance of using language and communication in a constructive and empowering way. |
| my power too will run corrupt as poisonous mold | Warns of the dangers of unchecked power and the potential for it to become destructive. |
| or lie limp and useless as an unconnected wire | Suggests the need for agency and action to effect change. |
| and one day I will take my teenaged plug | A disturbing image that suggests a potential for violence and self-destruction. |
| and connect it to the nearest socket | A metaphor for the speaker’s desire to lash out and inflict pain on others. |
| raping an 85 year old white woman | A shocking and disturbing image that highlights the potential for violence to be cyclical and indiscriminate. |
| who is somebody’s mother | Emphasizes the humanity of the victim and the devastating impact of violence on families. |
| and as I beat her senseless and set a torch to her bed | A graphic depiction of the violence that the speaker imagines committing. |
| a greek chorus will be singing in 3/4 time | A satirical reference to the hypocrisy and complacency of society. |
| “Poor thing. She never hurt a soul. What beasts they are.” | Quotes the likely response of society, which would condemn the violence while ignoring the underlying causes. |
Literary And Poetic Devices: “Power” by Audre Lorde
| Literary Device | Definition | Example from the Poem | Explanation |
| Alliteration | Repetition of consonant sounds at the beginning of words. | “bleach his bones” | The repetition of the “b” sound creates a harsh tone, emphasizing the brutality of the situation. |
| Allusion | Reference to a well-known person, place, or event. | “a greek chorus will be singing” | Alludes to Greek tragedy, highlighting the collective societal judgment and commentary on violence. |
| Anaphora | Repetition of a word or phrase at the beginning of successive lines. | “And there are tapes to prove it” | This repetition emphasizes the stark reality and the irrefutable evidence of racism and injustice. |
| Assonance | Repetition of vowel sounds within words. | “cop shoes in childish blood” | The repetition of the “o” sound creates a somber, reflective tone. |
| Caesura | A pause or break within a line of poetry. | “I have not been able to touch the destruction within me.” | The pause adds emotional weight, showing the speaker’s struggle to confront inner turmoil. |
| Connotation | The implied or associative meaning of a word beyond its literal definition. | “justice had been done” | The word “justice” is used ironically, as the outcome is far from just. |
| Enjambment | The continuation of a sentence without a pause beyond the end of a line. | “without loyalty or reason / thirsting for the wetness of his blood” | The enjambment reflects the speaker’s relentless flow of thoughts, enhancing tension. |
| Hyperbole | Exaggerated statements for effect. | “my power too will run corrupt as poisonous mold” | The exaggeration highlights the speaker’s fear of her own potential for destructive power. |
| Imagery | Descriptive language that appeals to the senses. | “blood from his punctured cheeks and shoulders” | The vivid, graphic imagery immerses the reader in the physical and emotional violence of the scene. |
| Irony | A contrast between expectation and reality. | “justice had been done” | The statement is ironic because justice has clearly not been served, reflecting systemic racism. |
| Juxtaposition | Placing two elements close together for contrasting effect. | “A policeman who shot down a ten year old” vs. “a greek chorus will be singing” | The contrast between modern violence and ancient tragedy highlights the timelessness of injustice. |
| Metaphor | A direct comparison between two unlike things without using “like” or “as.” | “my mouth splits into dry lips without loyalty or reason” | The speaker’s mouth is metaphorically “splitting,” suggesting a loss of control and coherence. |
| Metonymy | A figure of speech where a related concept represents something else. | “whiteness of the desert” | “Whiteness” symbolizes both the literal desert and systemic oppression. |
| Oxymoron | A figure of speech in which contradictory terms appear together. | “dry lips thirsting” | The contrast between “dry” and “thirsting” intensifies the speaker’s desperation and need. |
| Personification | Attributing human qualities to non-human entities. | “the sun will bleach his bones quicker” | The sun is personified, as if it actively speeds up the process of death and decay. |
| Repetition | The intentional reuse of a word or phrase for emphasis. | “And there are tapes to prove it.” | Repetition here reinforces the undeniable evidence of police violence and racism. |
| Simile | A comparison using “like” or “as.” | “my power too will run corrupt as poisonous mold” | The comparison of power to mold suggests it can become dangerous if not controlled. |
| Symbolism | Use of symbols to represent ideas or qualities. | “lined her own womb with cement” | The “cement” symbolizes emotional and spiritual numbness, illustrating the woman’s surrender. |
| Synecdoche | A figure of speech in which a part represents the whole. | “cop shoes in childish blood” | “Cop shoes” represent the entire oppressive police force, focusing on the object as a symbol of authority. |
| Tone | The attitude or feeling expressed in the poem. | Overall tone: angry, mournful, and accusatory | The tone expresses anger toward injustice, sorrow for lost lives, and accusation against systemic oppression. |
Themes: “Power” by Audre Lorde
- Racial Injustice and Systemic Oppression: The poem highlights the pervasive nature of racial injustice, particularly through the example of a white policeman killing a young Black boy. The line, “only the color” refers to the officer’s defense, revealing the deep-seated racism that leads to the boy’s death. The trial scene, where “eleven white men” declare justice while a single Black woman is coerced into agreeing, underscores how the legal system is built to protect white power and maintain racial oppression.
- The Corruption of Power: Power, in the poem, is portrayed as a corrupting force. The speaker expresses fear that without understanding “the difference between poetry and rhetoric,” her own power may “run corrupt as poisonous mold.” This metaphor suggests that unchecked power, especially when fueled by anger and hatred, can become dangerous and destructive, not only for individuals but for society as a whole. Lorde explores how power, if misused, can lead to violence and moral decay.
- The Trauma of Violence: The poem vividly illustrates the emotional and psychological impact of violence, particularly on Black bodies and communities. The haunting image of “a dead child dragging his shattered black face off the edge of my sleep” conveys the ongoing trauma of witnessing or experiencing racial violence. This recurring nightmare reveals how violence leaves deep scars on the psyche, symbolizing the collective trauma of Black people in a world that dehumanizes and brutalizes them.
- Moral Dilemma and Personal Responsibility: Lorde presents a complex moral struggle, particularly in the speaker’s contemplation of how to channel her anger and power. The speaker fears becoming consumed by hatred, as seen in the disturbing hypothetical scenario where she imagines committing violence against an innocent white woman. This moment reflects the internal conflict between retaliating against the systemic forces of oppression and preserving one’s humanity. The poem wrestles with the question of how to use power responsibly in the face of profound injustice.
Literary Theories and “Power” by Audre Lorde
| Literary Theory | Application to “Power” | References |
| Feminist Theory | Lorde’s poem addresses issues of gender, race, and class oppression. It critiques patriarchal structures and the ways in which women, particularly Black women, are marginalized and denied power. | “I am trapped on a desert of raw gunshot wounds” (lines 5-6), “A policeman who shot down a ten year old in Queens” (lines 19-20), “Today that 37 year old white man…was set free by eleven white men” (lines 23-25) |
| Postcolonial Theory | The poem explores the lasting effects of colonialism and imperialism on marginalized communities. It highlights the violence and exploitation experienced by people of color, particularly those living in the diaspora. | “A policeman who shot down a ten year old in Queens” (lines 19-20), “they had dragged her 4’10” black Woman’s frame over the hot coals of four centuries of white male approval” (lines 33-34) |
| Queer Theory | While not explicitly queer, the poem can be interpreted through a queer lens, as it challenges traditional notions of gender and sexuality. Lorde’s exploration of identity and power can be seen as a critique of heteronormative and patriarchal structures. | “The difference between poetry and rhetoric” (lines 1-2), “I am trapped on a desert of raw gunshot wounds” (lines 5-6) |
Critical Questions about “Power” by Audre Lorde
· How does Lorde use imagery and symbolism to convey the devastating impact of violence and oppression on marginalized communities?
- Lorde employs powerful imagery and symbolism throughout “Power” to depict the devastating effects of violence and oppression on marginalized communities. She compares her experiences to a “desert of raw gunshot wounds” (lines 5-6), symbolizing the barren and desolate landscape created by trauma. The image of a “dead child dragging his shattered black face off the edge of my sleep” (lines 6-7) is particularly haunting, suggesting the persistent nature of trauma and its intrusion into even the most intimate moments of rest. These vivid images serve to highlight the emotional and psychological toll of violence on individuals and communities.
· How does Lorde explore the relationship between power, race, and gender in the poem?
- Lorde’s poem interrogates the complex interplay between power, race, and gender. She demonstrates how these factors intersect to create systemic oppression and marginalization. The poem highlights the ways in which white men wield power to control and exploit women of color. For example, the trial of the policeman who shot the ten-year-old boy reveals the racial bias of the justice system, as the white man is acquitted despite overwhelming evidence. Additionally, the Black woman juror’s capitulation to societal pressures underscores the internalized racism that can limit the agency and power of marginalized individuals.
· What is the significance of the speaker’s exploration of her own internalized violence and the potential for self-destruction?
- The speaker’s exploration of her own internalized violence and the potential for self-destruction is a crucial element of the poem. By acknowledging her own capacity for cruelty and aggression, Lorde highlights the ways in which trauma can lead to a cycle of violence. This self-reflection serves as a warning against the destructive nature of unchecked anger and hatred. It also suggests the importance of healing and addressing internalized trauma in order to break free from the cycle of violence.
· How does Lorde’s use of language and poetic form contribute to the overall impact of the poem?
- Lorde’s use of language and poetic form is integral to the poem’s power and impact. Her language is direct, raw, and emotionally charged, reflecting the intensity of the experiences she describes. The poem’s free verse form allows for a flexible and expressive structure, enabling Lorde to shift between narrative, reflection, and emotional outbursts. This combination of direct language and poetic form creates a powerful and visceral experience for the reader, immersing them in the world of the poem and highlighting the urgency of the issues addressed.
Literary Works Similar to “Power” by Audre Lorde
- “The Ballad of Birmingham” by Dudley Randall: Both poems address racial violence and the senseless killing of Black children, with Randall focusing on the bombing of a church in Birmingham, Alabama, during the Civil Rights Movement.
- “We Real Cool” by Gwendolyn Brooks: Like Power, this poem reflects on the struggles of Black youth and the dangers they face in a society that marginalizes them, capturing the fragility of Black lives.
- “A Small Needful Fact” by Ross Gay: Gay’s poem, similar to Lorde’s, confronts the killing of Black men, using the story of Eric Garner to explore themes of racial injustice and the dehumanization of Black bodies.
- “Incident” by Countee Cullen: This poem, like Lorde’s, addresses a racially charged incident that has a lasting emotional impact, depicting how a simple act of racism can leave a deep scar on a child’s psyche.
- “Strange Fruit” by Abel Meeropol (popularized by Billie Holiday): Both poems use powerful imagery to depict racial violence and lynching in America, focusing on the brutality inflicted on Black bodies and the legacy of hatred in society.
Representative Quotations of “Power” by Audre Lorde
| Quotation | Context | Theoretical Perspective |
| “The difference between poetry and rhetoric is being ready to kill yourself instead of your children.” | The speaker compares poetry and rhetoric, suggesting that poetry involves personal sacrifice and vulnerability, while rhetoric can be used for manipulation or control. | Feminist Theory: This quotation highlights the importance of personal empowerment and the dangers of using power to oppress others. |
| “I am trapped on a desert of raw gunshot wounds and a dead child dragging his shattered black face off the edge of my sleep” | The speaker describes the traumatic experiences faced by marginalized communities. | Postcolonial Theory: This quotation reflects the violence and exploitation experienced by people of color, particularly those living in the diaspora. |
| “trying to make power out of hatred and destruction” | The speaker acknowledges the destructive nature of seeking power through violence and hatred. | Feminist Theory: This quotation critiques the ways in which power is often achieved through oppressive means. |
| “A policeman who shot down a ten year old in Queens” | The poem introduces a real-world example of police brutality and racial injustice. | Postcolonial Theory: This quotation highlights the systemic racism and violence faced by marginalized communities. |
| ““I didn’t notice the size nor nothing else only the color”” | The police officer’s statement reveals his racist indifference and his inability to recognize the humanity of the child. | Queer Theory: This quotation challenges traditional notions of gender and sexuality, as it suggests that the police officer’s violence was motivated by a narrow and discriminatory view of masculinity. |
| “Today that 37 year old white man…was set free by eleven white men who said they were satisfied justice had been done” | The poem highlights the racial bias of the justice system and the failure to uphold justice. | Feminist Theory: This quotation critiques the ways in which patriarchal structures perpetuate inequality and injustice. |
| “they had dragged her 4’10” black Woman’s frame over the hot coals of four centuries of white male approval” | The speaker describes the psychological and emotional pressure exerted on the Black woman. | Postcolonial Theory: This quotation highlights the historical and systemic racism that has shaped the experiences of marginalized communities. |
| “I have not been able to touch the destruction within me” | The speaker acknowledges the internalized pain and trauma experienced by marginalized individuals. | Feminist Theory: This quotation explores the ways in which oppression can lead to self-destructive tendencies. |
| “But unless I learn to use the difference between poetry and rhetoric” | The speaker suggests the need for personal transformation and a new approach to dealing with injustice. | Queer Theory: This quotation challenges traditional notions of communication and suggests the importance of using language in a way that is inclusive and empowering. |
| “and one day I will take my teenaged plug and connect it to the nearest socket” | The speaker’s disturbing image suggests a potential for violence and self-destruction. | Feminist Theory: This quotation highlights the ways in which trauma can lead to a cycle of violence. |
Suggested Readings: “Power” by Audre Lorde
- Lorde, Audre. Sister Outsider: Essays and Speeches. Crossing Press, 1984.
- Collins, Patricia Hill. Black Feminist Thought: Knowledge, Consciousness, and the Politics of Empowerment. Routledge, 2000.
- Bowen, Angela. “Diving into Audre Lorde’s ‘Blackstudies.’” Meridians, vol. 4, no. 1, 2003, pp. 109–29. JSTOR, http://www.jstor.org/stable/40338830. Accessed 19 Sept. 2024.
- Christian, Barbara. “Remembering Audre Lorde.” The Women’s Review of Books, vol. 10, no. 6, 1993, pp. 5–6. JSTOR, http://www.jstor.org/stable/4021381. Accessed 19 Sept. 2024.
- HAMMOND, KARLA, and Audre Lorde. “An Interview With Audre Lorde.” The American Poetry Review, vol. 9, no. 2, 1980, pp. 18–21. JSTOR, http://www.jstor.org/stable/27776388. Accessed 19 Sept. 2024.
- Rudnitsky, Lexi. “The ‘Power’ and ‘Sequelae’ of Audre Lorde’s Syntactical Strategies.” Callaloo, vol. 26, no. 2, 2003, pp. 473–85. JSTOR, http://www.jstor.org/stable/3300873 Accessed 19 Sept. 2024.