Psychic and Social Paralysis of a Rising Generation: A Study of John Osborne’s Look Back in Anger and Esiaba Irobi’s Nwokedi

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Authors

  • Norbert Oyibo Eze Department of Theatre and Film Studies, University of Nigeria, Nsukka
  • Peter Ogohi Salifu Department of Theatre and Film Studies, University of Nigeria, Nsukka https://orcid.org/0000-0002-3342-6476
https://doi.org/10.55559/sjahss.v1i04.19

Keywords:

Youth, Rising Generation, Anger, Psychic and social paralysis

Abstract

This paper examines the response of youths or the rising generation, to the socio-economic and political factors that ceaselessly widen the gap between the elite and the ordinary people, especially the youth and which tend to force the youth to resort to violence as a means of making their point or calling attention to the neglected leaders of tomorrow. While Look Back in Anger represents the anger period, a notable era in English Drama, Irobi’s play in English; Nwokedi, appears to suggest that the Nigerian youth seem to grope in a more devastating condition in a post-colonial Nigeria, where poor leadership has created all manner of socio-economic and political tension. The youthful generation in both plays embodied in the characters, Jimmy and Nwokedi, respectively violently demonstrate their resentment against the ruling class ideology and the social order it promotes. Their resolve points strongly to a revolution that a positive change may only quell. The paper submits that youths should, along with their agitations for a better society, give no holiday to developing new ideas and visions on which their ambitions will thrive. Leaders on all fronts are also cautioned to realize the destructive effects of bad leadership and avert uprisings from an angry citizenry by living up to their mandates.

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References

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Published on: 2022-04-15

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How to Cite

Oyibo Eze, N., & Salifu, P. O. (2022). Psychic and Social Paralysis of a Rising Generation: A Study of John Osborne’s Look Back in Anger and Esiaba Irobi’s Nwokedi. Sprin Journal of Arts, Humanities and Social Sciences, 1(04), 206–214. https://doi.org/10.55559/sjahss.v1i04.19
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