The Color Purple is a Black feminist text, which is clear early on in the preface “the book’s intent: to explore the difficult path of someone who starts out in life already a spiritual captive, but who, through her own courage and the help of others, breaks free” (Walker 17)
Book Reviews: 21st century Black women writers
Currently reading two books with common themes:
Black Girls Must Die Exhausted By Jayne Allen (2021)
The Other Black Girl By Zakiya Dalilan Harris (2021)
Reading “The Other Black Girl” By Zakiya Dalilan Harris
I started reading The Other Black Girl by Zakiya Dalilan Harris (2021). The prologue opens in 1983, so I am curious how that relates to the current action in the book set to 2018. Good lead in hook. Engaging opening. Suspenseful. Things to follow: the symbolism in Black hair.
Part I: Goes with the title. Building anticipation for the other Black girl. In society the other Black girl in predominately White spaces is a major theme in Black girls’ and women’s lives. Things to follow: “Very Specific People” – who are they?
Protagonist: Nella
Chapter 2 – I hear Jordan Peele soundtrack in anticipation lol. I get creepy vibes from the back cover summary and the opening quote about how Black history is horror. Things to follow: Black Female Experiences
Stay tuned! Join me in reading books by Black authors!
–Ceci
Harris Nathan’s The Sweetness of Water – Chapters 1-2 Response
I started reading The Sweetness of Water today and from page one I assumed the characters were Black until I got to the second page when Negroes were mentioned. I mean, the 200 acres of land had given me pause, but I guess since I knew the premise of the book and that the author was Black, that’s how my mind entered the scene of the novel.
Positionality is important.
Why did the author not find it relevant to racialize the White character? Why does Whiteness continue to be the default position?
Chapter 2 is from George’s wife, Isabelle’s, perspective, the perspective of the White man. Since this novel is about emancipation, the end of the civil war, and Reconstruction, and I assumed correcting American history. Why? Curious to see where this goes ….
The Amazon.com summary of the book’s premise opens with ” In the waning days of the Civil War, brothers Prentiss and Landry—freed by the Emancipation Proclamation—seek refuge on the homestead of George Walker and his wife, Isabelle. The Walkers, wracked by the loss of …. Prentiss and Landry, meanwhile, plan to….”
The New York Times bestselling book is an Oprah’s Book Club pick and was on President Barack Obama’s 2021 summer reading list.
Reading “What Was African American Literature?” by Kenneth Warren
I’ve been intending to read the book What Was African American Literature? for years because I was curious about Kenneth Warren’s premise that African American literature was during a very short period that started during the Jim Crow era. This book was published in 2011; I wonder how his premise holds up in 2021. I can get down with calling contemporary literature by Black authors, African diaspora literature. Warren writes that “With some significant qualifications, I am arguing here that, mutatis mutandis, African American literature as a distinct entity would seem to be at an end, and that the turn to diasporic, transatlantic, global, and other frames indicates a dim awareness that the boundary creating this distinctiveness has eroded …. I can buy this notion.
Let’s see….
This will be an exploration….
Questions to ponder….
1. In light of Warren’s premise, how are these texts taught in K-12 schools?
2. So, what is the current African Americanist literary project? I will contemplate whether or not Black writers still write for the good of the race in fiction; in nonfiction the answer is yes.
3. What about now after the faux post racial era?
4. What is the treatment of racial identity and collective trauma in literature by Black authors?
5. What is the role of literacy in a conceptualization of the purposes or necessity for labeling Black literature.
I think literature is the documentation of how people live, think, and know. It’s a reflection of what was going on in a certain time period. Analyzing contemporary Black authors can reveal important truths about our racialized experiences in society.
References
Warren, K. W. (2011). What Was African American Literature? (Vol. 10). Harvard University Press.
Resisting Deficit Labeling in Afterschool Tutoring Programs (Social Justice and Disability Studies)
My (ongoing) reading reflections on McCloskey and Cann (2013)’s article titled “What a Difference a Label Makes: Positioning and Response in an Afterschool Tutoring Program”.
Deficit labeling is a persistent issue in the P-20 educational system. A case study about a free afterschool tutoring program demonstrated “how educational tracking and understandings of disability permeated tutoring spaces and influence[d] tutors’ instructional decisions” (p. 338). This case study sheds light on how deficit views were learned behavior and thinking from the systemic nature of inequality in our educational institutions.
The purpose of this study was “to gain an understanding of how college-age tutors and their middle school tutees managed conversations about race, culture, and ability as they naturally occurred in this context” (p. 338)
Reference
Erin McCloskey & Colette N. Cann (2013) What a Difference a Label Makes: Positioning and Response in an Afterschool Tutoring Program, Mentoring & Tutoring: Partnership in Learning, 21:4, 338-355, DOI: 10.1080/13611267.2013.855866
“4 forms of bias to avoid in designing ethnic studies for high schools”
“Frisco ISD to offer African American studies elective course in 2021-22 academic year”
“At a Dec. 14 school board meeting, trustees gave the green light to offer an African American studies elective for high school students….”
Click here to continue article:
“Lamont: CT 1st to require Black, Latino studies in high schools”
“Connecticut has become the first state in the nation to require all high schools to offer courses on African American, Black, Puerto Rican, and Latino studies…”
Click here to read article:
Lamont: CT 1st to require Black, Latino studies in high schools (ctpost.com)
“Minneapolis adds ethnic studies to high school graduation requirements”
“2025 graduates will need course credits exploring cultural identity, history. “
See article here:
Minneapolis adds ethnic studies to high school graduation requirements – StarTribune.com