THE RHETORICS of COMMUNITY in PRISON WRITINGS Helen Hye

Total Page:16

File Type:pdf, Size:1020Kb

THE RHETORICS of COMMUNITY in PRISON WRITINGS Helen Hye IMPRISONED VOICES: THE RHETORICS OF COMMUNITY IN PRISON WRITINGS Helen Hye Eun Lee A dissertation submitted to the faculty of the University of North Carolina at Chapel Hill in partial fulfillment of the requirement for the degree of Doctor of Philosophy in the Department of English and Comparative Literature. Chapel Hill 2016 Approved by: Jane Danielewicz Daniel Anderson Jordynn Jack Ruth Salvaggio Ashley Luca © 2016 Helen Hye Eun Lee ALL RIGHTS RESERVED ii ABSTRACT Helen Hye Eun Lee: Imprisoned Voices: The Rhetorics of Community in Prison Writings (Under the direction of Jane Danielewicz) In this dissertation, I examine contemporary U.S. prison writings of the late twentieth and twenty-first century, namely Eldridge Cleaver’s Soul on Ice, Mumia Abu-Jamal’s Live from Death Row, and Jimmy Santiago Baca’s A Place to Stand. In this study, I read them as highly political and rhetorical works of protest in which they speak out about the problems of the criminal justice and penal systems. The three writers use their works to not only make visible the obscured space of prison but also bridge spatially and socially separated communities using innovative rhetorical strategies. As I will show, prison writings are works of protest that can be defined by the social work they perform. iii To Jay, Caleb, and Chloe iv ACKNOWLEDGEMENT Firstly, I want to thank my family for their love, support, and encouragement. I especially want to express my deepest gratitude to my husband whose unconditional support and encouragement kept me writing. Secondly, I want to thank the committee for their patience and assistance. This project would not have been completed without the generous support and guidance from Jane Danielewicz, my director. I would like to thank Dan Anderson for giving me the idea for this project as well as for his diverse contributions as the chair and reader. My gratitude to Jordynn Jack for reading through my early drafts and for her awesome feedback. I would like to thank Ruth Salvaggio for wonderful advice throughout the years. Lastly, I am indebted to Ashley Lucas for the meticulous attention she paid to my work and for sharing her passion for the field of prison scholarship and activism with me. Lastly, I want to relay my heartfelt gratitude to all my friends at UNC whose moral moral support and encouragement I couldn’t have done without. v TABLE OF CONTENTS CHAPTER ONE: INTRODUCTION ............................................................................................. 1 Arts-in-Prison Movements ..................................................................................................... 4 CHAPTER TWO: “WE SHALL HAVE OUR MANHOOD”: THE RHETORIC OF BLACK MASCULINITY IN ELDRIDGE CLEAVER’S SOUL ON ICE ............................ 15 Cleaver’s Exploration of Black Masculinity Through the Outlaw ...................................... 19 Cleaver’s Confrontation of the Trauma of Lynching and the Myth of Buck the Rapist ............................................................................................................................. 23 Cleaver’s Confrontation of the Trauma of Lynching and the Figure of Uncle Tom ...................................................................................................................................... 29 The Confession: Cleaver’s Rhetoric of Violence ................................................................ 35 Cleaver’s Search for Redemption Through the Black Jeremiad .......................................... 40 CHAPTER THREE: “THE ILLUSION OF OTHERNESS”: THE RHETORIC OF NEWS-WRITING IN MUMIA ABU-JAMAL’S LIVE FROM DEATH ROW ..................... 52 The Free Mumia Movement: Mumia Abu-Jamal and His Case .......................................... 53 “From the Valley of the Shadow of Death”: Mumia Abu-Jamal’s Live from Death Row ............................................................................................................................ 56 The Ideological “Black Hole” Function of Prison: Rhetorical Constraints of Prison Writers ...................................................................................................................... 61 vi “From Death Row, This is Mumia Abu-Jamal”: The Use of Investigative Reporting and the Invention of the Real .............................................................................. 69 “A Violation of Ordinary Principles of Humanity”: The Use of Human- Interest Stories and the Invention of the Everyday .............................................................. 78 CHAPTER FOUR: “MY JOURNALS, POEMS, AND WRITINGS ARE HOME”: THE RHETORIC OF BELONGING IN JIMMY SANTIAGO BACA’S A PLACE TO STAND.................................................................................................................... 84 Chicano Ex-Convict/Writer/Activist Jimmy Santiago Baca................................................ 85 Chicano Experience in the Borderlands ............................................................................... 87 “Stain on Their Illusion of a Perfect America”: The Chicano as a Bordered Subject.................................................................................................................................. 92 “School Wasn’t Anything I Expected”: The Bordering Practice of National Literacy Pedagogy ............................................................................................................. 101 “I Wrapped Myself in This Cocoon of Language”: Transcending the Walls of Prison ............................................................................................................................. 109 CHAPTER FIVE: CONCLUSION............................................................................................. 115 WORKS CITED ......................................................................................................................... 124 vii CHAPTER ONE: INTRODUCTION Although in recent years, prison writings have become more visible, in part due to the recent boom in the memoir publishing industry, they still remain largely a neglected area of study in academia. For example, H. Bruce Franklin has long argued for the need to examine prison as a significant site of literary production. In his well-known 1978 work, Prison Literature in America, Franklin gestures to the vastness of “prison literature” and mentions important figures who had been imprisoned dating back to the classical writers such as Socrates, Boethius, Villon, Thomas More, Cervantes, Donne, Bunyan, Defoe, Voltaire, Diderot, Thoreau, Melville, Oscar Wilde, Jack London and Dostoevsky. Most important, he points out how “the literature emerging today from the prisons of America constitutes an unprecedented phenomenon” and that studying these text would “lead to fundamental redefinition of American literature, its history and the criteria appropriate to evaluating all literary works” (233, xxix).1 In his valuable bibliography of prison writers, American Prisoners and Ex-Prisoners: Their Writings, there are over 750 published works by prison writers. Similarly, in arguing for more studies of prison writing, B.V. Olguin writes, “With the largest prisoner population in the world, the United States has become the prime incubator of prison literature, a multigenre corpus that is larger than any other tradition and trend in the canon of American literature” (70). Of the multi-genre corpus, it is interesting to note that life-writing and/or personal-writing by prison writers is what that often makes the journey to the bookstores. There have been fiction prison writers like Chester Himes, 1In this work, Franklin makes the important historical connections between contemporary prison literature to the African-American slave songs and narratives. 1 Malcolm Braly, Piri Thomas, Donald Goines, and Robert Beck and poets like Etheridge Knight, Jimmy Santiago Baca, Raul Salinas, and Ricardo Sanchez. However, by far, the most published genres in prison writing are autobiographies, memoirs, and personal essays/letters. For example, since the 1960s, a period that Bruce Franklin calls the prison renaissance, some of the most widely known works and/or mentioned works in scholarly studies are Malcolm X’s, The Autobiography of Malcolm X (1965),2 Eldridge Cleaver’s Soul on Ice (1968), George Jackson’s Soledad, Brother (1970), Robert Beck’s The Naked Soul of Iceberg Slim (1971), Rubin “Hurricane” Carter’s The Sixteenth Round (1974), Angela Davis’s Angela Davis: Autobiography (1974), Malcolm Braly’s False Starts: A Memoir of San Quentin and Other Prisons (1976), Jack Henry Abbott’s In the Belly of the Beast: Letters from Prison (1981), Jean Harris’s Marking Time: Letters from Jean Harris to Shana Alexander (1991), Mumia Abu-Jamal’s Live from Death Row (1995), Leonard Peltier’s Prison Writings: My Life is My Sun Dance (1999), and Jimmy Santiago Baca’s A Place to Stand (2001). Assata Shakur’s Assata: An Autobiography (2001), and Piper Kerman’s Orange is the New Black (2011). The most recent example, Piper Kerman’s Orange is the New Black, has been enormously popular and has been made into a long-running TV show. Kerman’s prison memoir is a good example of the ways in which prison writings have become more visible in the recent years. Since the successful publication of her memoir, Kerman has been a spokesperson for prison activism, speaking on behalf of prisoners and raising public awareness about issues such as solitary confinement and racism in prison. This study offers rhetorical criticism of
Recommended publications
  • Fall 2015 Undergraduate English Course Descriptions
    Fall 2015 Undergraduate English Course Descriptions English 115 American Experience (ALU) Lecture 1 MWF 9:05-9:55 Instructor: Celine Nader This course will provide an introduction to the interdisciplinary study of American culture; our scope will be historically wide and attentive to diverse cultural and linguistic experiences in the U.S. Readings in fiction, prose, and poetry will be interwoven with the study of painting, photography, music, and other cultural productions. Students will have the opportunity to complete projects incorporating various mediums studied (i.e. writing, art, music, film). (Gen.Ed. AL, U) English 115 American Experience (ALU) Lecture 2 MWF 10:10-11:00 Instructor: Anna Waltman Primarily for nonmajors. Introduction to the interdisciplinary study of American culture, with a wide historical scope and attention to diverse cultural experiences in the U.S. Readings in fiction, prose, and poetry, supplemented by painting, photography, film, and material culture. (Gen.Ed. AL, U) English 115H American Experience Honors (ALU) Lecture 2 MW 2:30-3:45 Instructor: Mason Lowance Commonwealth College students only. This is a 4-credit Honors course. The course will examine the literature of the antebellum slavery debates in nineteenth-century America in A House Divided: The Antebellum Slavery Debates in America, 1776-1865 (Princeton, 2003) and through the voices of the slave narrators, Frederick Douglass, and Harriet Jacobs. Biblical proslavery and antislavery arguments, economic discourse, the conflict of writers and essayists like Emerson and Thoreau, Whitman and Lowell, James Kirke Paulding, and Harriet Beecher Stowe combine with scientific arguments and Acts of Congress relating to slavery to provide the historical background for examinations of the issues surrounding slavery.
    [Show full text]
  • File04.Caraher.Qxp Layout 1
    Turning Point ‘68 From Tet to Chicago, Paris to D.C., Hesiod to Works & Days Brian G. Caraher February 2, 1968 In the dark of the moon, in flying snow, in the dead of winter war spreading, families dying, the world in danger, I walk the rocky hillside, sowing clover. --Wendell Berry, Farming: A Hand Book (1970) Senseless ones, they know neither how much more is only half of all. Nor how good living is on only mallow and asphodel. The holy ones have hidden away the life of humans. --Hesiod, Works and Days, lines 40-42 (my trans.) I used to have a dream, and perhaps I will be able to dream that dream again. It’s not necessarily Wendell Berry’s agricultural dream, though I respect his life-long advocacy of an American return to neo- Jeffersonian democracy and of eco-agrarian and socio-political re- form. Berry’s Farming: A Hand Book strives to do for contemporary American society what Hesiod’s ancient classic Works and Days once sought to do for a strife-torn, Iron Age, Hellenic society: finding, conserving, and relishing those patterns of familial and social rela- tions and those rhythms of work and respect for nature and culture that heal the unnatural torments of greed, hatred, economic sadism and political domination. “In the dark of the moon,” Berry’s poet-farmer labors to sow seed to tame a hillside with clover for his spring and summer live- stock. The same “dark of the moon” marked the Spring Festival – the Tet Nguyen Dan—of the Vietnamese lunar calendar in 1968, a holiday declared for January 30 to February 1, 1968.
    [Show full text]
  • Afro-American Prison Writings: Undoing Race Trouble and Doing
    of Soci al alo rn m i u c Frouini, J Socialomics 2018, 7:3 o s J DOI: 10.4172/2167-0358.1000224 Journal of Socialomics ISSN: 2167-0358 Review Article Open Access Afro-American Prison Writings: Undoing Race Trouble and Doing Trauma Recovery Ismail Frouini* Université Chouaïb Doukkali, El Jadida, Morocco *Corresponding author: Ismail Frouini, Assistant Professor, Université Chouaïb Doukkali, El Jadida, Morocco, Tel: 0523344447/48; E-mail: [email protected] Rec Date: July 11, 2018; Acc Date: September 04, 2018; Pub Date: September 11, 2018 Copyright: © 2018 Frouini I. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. Abstract Race is a discursive-per formative construct. It is the by-product of the knowledge and power relations dynamics. Afro-American dissidents have been once shaped by these power relations and therefore have been subject to these race dynamics. Afro-American prison writings are counter-discourses and testimonies against the atrocities of “white” women during the Civil Rights movement era. Since their historical trauma of enslavement, Afro-American prison writers have left testimonies and diaries about the ordeal of their captivity. The corpus of prison writings documents an important historical period of activism and state repression. This paper investigates the notion of race as a discursive construct and analyses how such discourse perpetuates power relations underlying the oppressed and the oppressor, the dominant and the subaltern in Afro-American prison writings. It also analyses how Afro- American prisoners reveal and recover from the trauma they have undergone in the “white” ideological state apparatus, prison.
    [Show full text]
  • The Theme of Responsibility in Black American Political Thought
    W&M ScholarWorks Dissertations, Theses, and Masters Projects Theses, Dissertations, & Master Projects 1972 The Theme of Responsibility in Black American Political Thought Jerome Stewart Legge College of William & Mary - Arts & Sciences Follow this and additional works at: https://scholarworks.wm.edu/etd Part of the African American Studies Commons, and the Political Science Commons Recommended Citation Legge, Jerome Stewart, "The Theme of Responsibility in Black American Political Thought" (1972). Dissertations, Theses, and Masters Projects. Paper 1539624775. https://dx.doi.org/doi:10.21220/s2-aacc-xa39 This Thesis is brought to you for free and open access by the Theses, Dissertations, & Master Projects at W&M ScholarWorks. It has been accepted for inclusion in Dissertations, Theses, and Masters Projects by an authorized administrator of W&M ScholarWorks. For more information, please contact [email protected]. TEE THEME OF RESPONSIBILITY IN BLACK AMERICAN POLITICAL THOUGHT A Thesis Presented to The Faculty of the Department of Government The College of William and Mary in Virginia In Partial Fulfillment of the Requirements for the Degree of Master of Arts hy Jerome S. Legge, Jr. 1972 APPROVAL SHEET This thesis is submitted in partial fulfillment of the requirement for the degree of Master of Arts Jerome S. Legge, Jr. Author Appr oved 3 Sept ember 1972 TABLE OF CONTENTS Chapter Page ,i. introduction • . i II. BOOKER T. WASHINGTON: ON RESPONSIBILITY . .... 6 III. BLACK RESPONSIBILITY: THE ELITE VERSUS THE. MASSES . .. .... 20 IV. FROM DEBTOR TO SAVIOR: BLACK RESPONSIBILITIES TO AMERICA . .... , . ..... ... 3l V. IDENTITY, RESPONSIBILITY AND RELIGION: THE MUSLIMS ............ 1+9 VI. ■ WHITE RESPONSIBILITY: A REJECTION FOR : SELF-DEFENSE .
    [Show full text]
  • Towards a Disruptive Theory of the Affectual Queer Hemispheric
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by ASU Digital Repository Towards a Disruptive Theory of the Affectual Queer Hemispheric Theories of Affect and Corporeality in the Americas by Natalie A. Martínez A Dissertation Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy Approved July 2014 by the Graduate Supervisory Committee: Keith Miller, Chair Damián Baca Duane Roen ARIZONA STATE UNIVERSITY August 2014 ©2014 Natalie A. Martínez All Rights Reserved ABSTRACT At the heart of this dissertation is a push for critical genealogy that intervenes into two major theoretical bodies of work in rhetoric and composition -- affect studies and queer latina rhetorics. Chapter one intervenes into emerging discourses on publics and affect studies from seamlessly recovering “the body” as an always-already Western body of rhetoric in the advent of this renewed interest in emotion, embodiment, and structures of affect as rhetorical concepts showing the long history of theorizing by queer mestizas. Chapter two focuses on one register of affect: anger, which articulated from the works of writers such as Maria Lugones and Gloria Anzaldúa offers a complex theory of agency for the subaltern subject. Chapter three links emotions like anger and melancholia to the corporeal rhetorics of skin and face, metaphors that are abundant in the queer mestiza and chicana writers under discussion, revealing the dramatic inner-workings of a the queer mestiza subject and the inter-subjective dynamics between the racialized and gendered performance of that body. By re-rooting affect in the queer colonized, yet resistant body, the link between the writing subject and colonial violence is made clear.
    [Show full text]
  • Appendix B: a Literary Heritage I
    Appendix B: A Literary Heritage I. Suggested Authors, Illustrators, and Works from the Ancient World to the Late Twentieth Century All American students should acquire knowledge of a range of literary works reflecting a common literary heritage that goes back thousands of years to the ancient world. In addition, all students should become familiar with some of the outstanding works in the rich body of literature that is their particular heritage in the English- speaking world, which includes the first literature in the world created just for children, whose authors viewed childhood as a special period in life. The suggestions below constitute a core list of those authors, illustrators, or works that comprise the literary and intellectual capital drawn on by those in this country or elsewhere who write in English, whether for novels, poems, nonfiction, newspapers, or public speeches. The next section of this document contains a second list of suggested contemporary authors and illustrators—including the many excellent writers and illustrators of children’s books of recent years—and highlights authors and works from around the world. In planning a curriculum, it is important to balance depth with breadth. As teachers in schools and districts work with this curriculum Framework to develop literature units, they will often combine literary and informational works from the two lists into thematic units. Exemplary curriculum is always evolving—we urge districts to take initiative to create programs meeting the needs of their students. The lists of suggested authors, illustrators, and works are organized by grade clusters: pre-K–2, 3–4, 5–8, and 9– 12.
    [Show full text]
  • Poetry of Presence: Contents
    Poetry of Presence: Contents The Invitation Phyllis Cole-Dai and Ruby Wilson 17 On How to Pick and Eat Poems Phyllis Cole-Dai 21 The Poems A Community of the Spirit Rumi 27 Ancient Language Hannah Stephenson 29 Sifter Naomi Shihab Nye 30 The Way It Is Lynn Ungar 31 Lie Down Nancy Paddock 32 The Patience of Ordinary Things Pat Schneider 33 Bali Hai Calls to Mama Marilyn Nelson 34 The Second Music Annie Lighthart 36 Untitled (This is what was bequeathed us) Gregory Orr 37 A Little Stone in the Middle of the Road, in Florida Muriel Rukeyser 38 Meditation on a Grapefruit Craig Arnold 39 The Cure for It All Julia Fehrenbacher 40 The Word Tony Hoagland 41 Sunday Afternoon Nancy Ann Schaefer 43 When I Am Among the Trees Mary Oliver 44 Praise Song Barbara Crooker 45 Lessons from Darkness Anita Barrows 46 Thinking Danusha Laméris 47 The Quiet Listeners Laura Foley 48 Lost David Wagoner 49 Blackbirds Julie Cadwallader Staub 50 We Are of a Tribe Alberto Ríos 51 Untitled (The Guest is inside you) Kabir 52 Take Love for Granted Jack Ridl 53 Love After Love Derek Walcott 55 A Sacrament Paulann Petersen 56 This Morning David Budbill 57 In the Middle Barbara Crooker 58 Brotherhood Octavio Paz 59 Under Ideal Conditions Al Zolynas 60 Prayer for the Dead Stuart Kestenbaum 61 a song with no end Charles Bukowski 62 Longing Julie Cadwallader Staub 63 Afterwards William Stafford 64 Still Life at Dusk Rosemerry Wahtola Trommer 65 Getting Up Early Anne Porter 66 Testimony Rebecca Baggett 67 A Gift Denise Levertov 69 What’s in the Temple? Tom Barrett 70 Lakol Wicoun Lydia Whirlwind Soldier 72 Visiting Mountains Ted Kooser 73 A Brief Détente Rosemerry Wahtola Trommer 74 Love for Other Things Tom Hennen 76 The Offering Laura Foley 77 The Bare Arms of Trees John Tagliabue 78 Still A.
    [Show full text]
  • 'Prison': the Nation of Islam and the Politicization of African American
    Journal of American Studies, (), , – © Cambridge University Press doi:./S First published online August “All America Is a Prison”: The Nation of Islam and the Politicization of African American Prisoners, – ZOE COLLEY This article examines the rise of the Nation of Islam (NOI) within America’s penal system during the late s and the s. In doing so, it explores the reasons for the NOI’s appeal among African American prisoners, its contribution to the politicization of those prisoners, the responses of penal, state and federal authorities to the proliferation of prison mosques, and the way in which imprisoned Black Muslims’ campaign for freedom of religious expression established the legal groundwork for the prisoners’ rights movement of the late s and the s. This research presents the prison as a locus of black protest and the African American prisoner as an important, but largely overlooked, actor within the black freedom struggle. It calls upon historians to recognize the importance of the prison as both a site and a symbol of black resistance during the post-World War II period. That’s why black prisoners become Muslims so fast when Elijah Muhammad’s teachings filter into their cages by way of other Muslim convicts. “The white man is the devil” is a perfect echo of that black convict’s lifelong experience. The Autobiography of Malcolm X. Malcolm X’s conversion to the Nation of Islam (NOI) while incarcerated in Leavenworth Prison, Kansas is part of the well-established narrative of his life. A number of biographies and studies of the man detail the awakening of his political consciousness while incarcerated and the importance of that experience in drawing him into the NOI.
    [Show full text]
  • Open a World of Possible: Real Stories About the Joy and Power of Reading © 2014 Scholastic 5 Foreword
    PEN OA WORLD OF POssIBLE Real Stories About the Joy and Power of Reading Edited by Lois Bridges Foreword by Richard Robinson New York • Toronto • London • Auckland • Sydney Mexico City • New Delhi • Hong Kong • Buenos Aires DEDICATION For all children, and for all who love and inspire them— a world of possible awaits in the pages of a book. And for our beloved friend, Walter Dean Myers (1937–2014), who related reading to life itself: “Once I began to read, I began to exist.” b Credit for Charles M. Blow (p. 40): From The New York Times, January 23 © 2014 The New York Times. All rights reserved. Used by permission and protected by the Copyright Laws of the United States. The printing, copying, redistribution, or retransmission of this Content without written permission is prohibited. Credit for Frank Bruni (p. 218): From The New York Times, May 13 © 2014 The New York Times. All rights reserved. Used by permission and protected by the Copyright Laws of the United States. The printing, copying, redistribution, or retransmission of this Content without written permission is prohibited. Scholastic grants teachers permission to photocopy the reproducible pages from this book for classroom use. No other part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without permission of the publisher. For information regarding permission, write to Scholastic Inc., 557 Broadway, New York, NY 10012. Cover Designer: Charles Kreloff Editor: Lois Bridges Copy/Production Editor: Danny Miller Interior Designer: Sarah Morrow Compilation © 2014 Scholastic Inc.
    [Show full text]
  • Mobilizing for Mumia Abu-Jamal in Paris
    Essays Mobilizing for Mumia Abu-Jamal in Paris Kathleen Neal Cleaver* I. RETURNING TO THE CITY OF LIGHT The strike halted all railways, subways, and buses. Bumper-to- bumper traffic flooded the narrow streets of Paris, and walking became the fastest way to travel. The grey beauty of the Seine felt soothing that December morning as I walked by the river looking for number 19 Quai Bourbon, the law office of Roland Dumas. It was only Friday, but so much had happened that week, my head was spinning. It felt like the time I first met Dumas, back in the seventies. Eldridge Cleaver and I, among hundreds of other revolutionaries, lived clandestinely in Paris then, and Dumas was our lawyer. A deputy in the French Assembly at the time, he petitioned the government to legalize Eldridge's presence when he was a fugitive Black Panther leader facing imprisonment in the United States. * Visiting Assistant Professor of Law, Benjamin N. Cardozo School of Law. This Essay was enhanced by my excellent research assistant, Maud Maron, Cardozo School of Law Class of 1998. Yale Journal of Law & the Humanities, Vol. 10, Iss. 2 [1998], Art. 2 Yale Journal of Law & the Humanities [Vol. 10: 327 Cities were still going up in flames after Martin Luther King's assassination that night Eldridge was arrested with eight other Panthers following a gun battle with the Oakland Police in 1968. Once his parole was revoked it looked as though he would spend his next four years in prison regardless of how the shoot-out trial ended.
    [Show full text]
  • Chicana/O Latina/O Literature
    Chicana/o Latina/o Literature Contacts 1. District Information Coachella Valley Unified School District 2. Course Contact A. Cover Page 1. Course Title Chicano Latino Literature 2. Transcript Title Chicano Latino Literature 3. Transcript Course Code Chicano/Latino Lit 4. Seeking Honors Distinction? (HS Only) No 5. Subject Area English “B” 6. Grade Levels 9th, 10th, 11th, 12th 7. Unit value 1.0 (one year, 2 semesters, or 3 trimesters equiv) 8. Was this course previously approved by UC? (HS Only) Yes. Berkeley High School (050290) 9. Is this course, or any section of this course, taught in an No online learning environment? 10. Is this course classified as a Career Technical No Education course: (HS Only) 11. Brief Course Description In this literature course, we will take an exciting journey through Chicana/o Latina/o Literature. We will explore how this literature affects, documents, and creates Chicana/o Latina/o identities, politics, and the epistemologies/subjectivities of Chicana/o Latina/o authors in the United States. Through our journey we will use novels, short stories, poetry, performance, screenplays, comedy, spoken word, theatre, essays, music, and film to examine the diversity of themes, issues, and genres within the "Community" and the legacy and development of a growing “Chicana/o Latina/o Cultural Renaissance." We will also use critical performance pedagogy to engage particular problems in the literature and in the community. Through group/team work, community service, and interactive lectures and discussions we will delve into the analysis, accessibility, and application of Chicana/o Latina/o literature. We will ask questions around the issues of--and intersections between--gender, race, ethnicity, sexuality, class, language, religion, tradition, colonization, access, citizenship, migration, culture, ideology, epistemology, politics, and love.
    [Show full text]
  • 260 POETRY WITHIN the PALE Garrison Keillor. Good Poems
    NOTRE DAME REVIEW POETRY WITHIN THE PALE Garrison Keillor. Good Poems: American Places. Viking Adult, 2011. Norman Minnick Garrison Keillor has released another collection of good poems culled from the collection of daily readings on his daily radio program “The Writer’s Almanac.” The first in this series was simply titled Good Poems, the second Good Poems for Hard Times. Keillor’s aim in Good Poems: American Places is to present poems that are “straightforward, declarative, in plain English.” Here are a couple of open- ing lines. On a rainy day in Seattle stumble into any coffee shop and look wounded by the rain. (“Black Umbrellas” by Rick Agran) Perhaps, in a distant café, four or five people are talking with four or five people who are chatting on their cell phones this morning in my favorite café. (“Bridal Shower” by George Bilgere) Keillor remarks in his introduction, “The real world trumps the imaginary. They may not tell you this in Poetry Writing 101: the dear readers, bless their hearts, have their bullshit detectors turned up high when reading a poem and usually those detectors start beeping by the second line.” Later he says, “Paging through the unreadable work of various highly honorable po- ets, one longs for a little humanity, a little attention paid to their surround- ings.” So with my bullshit detector on I decided to page through Keillor’s American Places to discover just how much attention has been paid to our American surroundings. Here is another by George Bilgere: I’m sitting here reading the paper, feeling warm and satisfied, basically content with my life and all I have achieved.
    [Show full text]