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Roots101art & Writing Activities
Art & Writing Roots101Activities ART & WRITING ACTIVITIES 1 Roots-inspired mural by AIC students Speaker Box by Waring Elementary student "Annie's Tomorrow" by Annie Seng TABLE OF CONTENTS Introduction 2 Roots Trading Cards 3 Warm-ups 6 Activity #1: Also Known As 12 Activity #2: Phrenology Portrait 14 Activity #3: Album Cover Design 16 Activity #4: Musical Invention 18 Activity #5: Speaker Boxes 20 Activity #6: Self-Portrait on Vinyl 22 ART & WRITING ACTIVITIES 1 Through The Roots Mural Project, Mural Arts honors INTRODUCTION homegrown hip hop trailblazers, cultural icons, and GRAMMY® Award winners, The Roots. From founders Tariq “Black Thought” Trotter’s and Ahmir “?uestlove” Thompson’s humble beginnings at the Philadelphia High School for Creative and Performing Arts (CAPA), to their double digit recorded albums and EPs, to an endless overseas touring schedule, and their current position as house band on “Late Night with Jimmy Fallon” on NBC, The Roots have influenced generations of artists locally, nationally, and globally. As Mural Arts continues to redefine muralism in the 21st century, this project was one of its most ambitious and far-reaching yet, including elements such as audio and video, city-wide engagement through paint days, a talkback lecture series, and a pop-up studio. Working alongside SEFG Entertainment LLC and other arts and culture partners, Mural Arts produced a larger-than-life mural to showcase the breadth of The Roots’ musical accomplishments and their place in the pantheon of Philadelphia’s rich musical history. The mural is located at 512 S. Broad Street on the wall of World Communications Charter School, not far from CAPA, where The Roots were founded. -
Bilderna Av Kent 10/13/03 8:13
Bilderna av Kent 10/13/03 8:13 Volume 6 (2003) © Lars Lilliestam, 2003 Bilderna av Kent En fallstudie av musikjournalistik, autenticitet och musikmytologi Lars Lilliestam INLEDNING [1] Musik och berättande Musik är mer än bara musik. Musik är mer än det som klingar. Vi hör alltid musik genom filter av förförståelse, förväntningar, fördomar eller kunskaper. Om man vill försöka förstå vilken verkan musik har och vad den betyder för människor, måste man ta i beaktande vad människor berättar om musiken. Berättandet – vad som skrivs om musik och hur människor talar om musik – laddar musiken med föreställningar, ideologier, värden. Mening uppstår när musiken, människan och berättelserna om musiken möts. Vi tänker, talar eller läser om musik för att bearbeta och jämföra våra egna upplevelser med andras. Genom denna process skapar och utvecklar vi en inre bild av musiken och upplevelsen av den. Berättelser om musiker, musikskapare, musikverk eller låtar, gåtor och oklarheter i verks historia, uttolkningar, tragiska eller på annat sätt fascinerande och gripande levnadsöden och skandaler färgar upplevelsen av musiken. Tänk på historierna om Beethovens dövhet, skandalerna vid premiären av Stravinskijs Våroffer 1913, Bob Dylans framträdande vid Newport Folk Festival 1965, eller mysteriet kring bluessångerskan Bessie Smiths död... Kring artister och genrer spinns en samling berättelser och anekdoter (skrönor, myter, legender) av olika slag – ett narrativ. Dessa berättelser sprids i olika former (intervjuer, reportage, biografier, historiska översikter, recensioner, krönikor) i olika medier (fack- och dagspress, böcker, tv, radio, internet) och muntligen man och man emellan i ett komplicerat och näst intill oöverblickbart spel. Vissa berättelser kan vara skapade av exempelvis ett skivbolag i syfte att understryka en viss image, andra har sitt upphov bland publik, fans eller skribenter. -
Teaching to Transgress: Education As the Practice of Freedom Would Be a Book of Essays Mostly Directed to Teachers
Teaching to Transgress This page intentionally left blank Teaching to Transgress Education as the Practice of Freedom bell hooks Routledge New York London Published in 1994 by Published in Great Britain by Routledge Routledge Taylor & Francis Group Taylor & Francis Group 711 Third Avenue 2 Park Square New York, NY 10017 Milton Park, Abingdon Oxon OX14 4RN Copyright © 1994 Gloria Watkins All rights reserved. No part of this book may be reprinted or reproduced or utilized in any form or by any electronic, mechanical or other means, now known or hereafter invented, including photocopying and recording or in any information storage or retrieval system, without permission in writing from the publishers. Library of Congress Cataloging-in-Publication Data hooks, bell. Teaching to transgress : education as the practice of freedom / bell hooks p. cm. Includes index ISBN 0-415-90807-8 — ISBN 0-415-90808-6 (pbk.) 1. Critical pedagogy. 2. Critical thinking—Study and teaching. 3. Feminism and education. 4. Teaching. I. Title. LC196.H66 1994 370.11 '5—dc20 94-26248 CIP to all my students, especially to LaRon who dances with angels in gratitude for all the times we start over—begin again— renew our joy in learning. “. to begin always anew, to make, to reconstruct, and to not spoil, to refuse to bureaucratize the mind, to understand and to live life as a process—live to become ...” —Paulo Freire This page intentionally left blank Contents Introduction I Teaching to Transgress 1 Engaged Pedagogy 13 2 A Revolution of Values 23 The Promise of Multicultural -
In This Issue
The Women’s Review of Books Vol. XXI, No. 1 October 2003 74035 $4.00 I In This Issue I In Zelda Fitzgerald, biographer Sally Cline argues that it is as a visual artist in her own right that Zelda should be remembered—and cer- tainly not as F. Scott Fitzgerald’s crazy wife. Cover story D I What you’ve suspected all along is true, says essayist Laura Zimmerman—there really aren’t any feminist news commentators. p. 5 I “Was it really all ‘Resilience and Courage’?” asks reviewer Rochelle Goldberg Ruthchild of Nehama Tec’s revealing new study of the role of gender during the Nazi Holocaust. But generalization is impossible. As survivor Dina Abramowicz told Tec, “It’s good that God did not test me. I don’t know what I would have done.” p. 9 I No One Will See Me Cry, Zelda (Sayre) Fitzgerald aged around 18 in dance costume in her mother's garden in Mont- Cristina Rivera-Garza’s haunting gomery. From Zelda Fitzgerald. novel set during the Mexican Revolution, focuses not on troop movements but on love, art, and madness, says reviewer Martha Gies. p. 11 Zelda comes into her own by Nancy Gray I Johnnetta B. Cole and Beverly Guy-Sheftall’s Gender Talk is the Zelda Fitzgerald: Her Voice in Paradise by Sally Cline. book of the year about gender and New York: Arcade, 2002, 492 pp., $27.95 hardcover. race in the African American com- I munity, says reviewer Michele Faith ne of the most enduring, and writers of her day, the flapper who jumped Wallace. -
T Scholarship to Rethink the Relationship Between Race and Gender for Everyone
Difference and Domination Maxine Baca Zinn Bonnie Thornton Dill he experiences of women of color have challenged feminist T scholarship to rethink the relationship between race and gender for everyone. Since the 1980s, women’s studies scholars have increas- ingly acknowledged that differences among women arise from in- equalities of power and privilege. For African American women, Latinas, Asian American women, and Native American women, gen- der is part of a larger pattern of unequal social relations; how gender is experienced depends on how it intersects with other inequalities. While women’s studies scholars are now seeking to emphasize the importance of diversity to understanding women’s lives, acknowledg- ing diversity is not enough. Today we face the new task of going beyond the mere recognition and inclusion of differences, to permit- ting them to reshape the basic concepts and theories of the discipline. We must avoid the current fashion in mass culture, where “ethnicity becomes spice, seasoning that can liven up the dull dish that is mainstream white culture” (hooks 1992:21). The growing diversity movement in gender studies is occurring just as the United States is undergoing a demographic shift from a predominantly WhiteEuropean or Anglo population rooted in West- ern culture to one characterized by increased racial and cultural diversity. The combination of population changes with efforts to rethink and revise social and cultural ideology has generated a back- lash-fear that the United States may become a mostly non-White and non-Western society. Intellectual attacks labeling multiculturalism as divisive, political exploitation of people’s fears of difference, and increases in racially directed violence are examples of this backlash. -
T H E U N I V E R S I T Y O F W I S C O N S I N S Y S T
T h e U n i v e r s i t y o f W i s c o n s i n S y s t e m FFFeministeministeminist CollectionsCollectionsCollections A Quarterly of Women’s Studies Resources W OMEN’ S S TUDIES Volume 23, Number 4, Summer 2002 Published by Phyllis Holman Weisbard L IBRARIAN Women’s Studies Librarian Feminist Collections A Quarterly of Women’s Studies Resources Women’s Studies Librarian University of Wisconsin System 430 Memorial Library 728 State St. Madison, WI 53706 Phone: 608-263-5754 Fax: 608-265-2754 Email: [email protected] Website: http://www.library.wisc.edu/libraries/WomensStudies/ Editors: Phyllis Holman Weisbard, JoAnne Lehman Line drawings, including cover: Miriam Greenwald Graphic design assistance: Dan Joe Staff assistance: Lynne Chase, Teresa Fernandez, Ingrid Markhardt, Katie Roberts, Caroline Vantine Subscriptions: $30 (individuals or nonprofit women’s programs, outside Wisconsin); $55 (institutions, outside Wisconsin); $16 (Wisconsin individuals or nonprofit women’s programs); $22.50 (Wisconsin institutions); $8.25 (UW individuals); $15 (UW organizations). Wisconsin subscriber amounts include state tax, except for UW organization amount. Postage (for foreign subscribers only): surface mail (Canada: $13; all others: $15); air mail (Canada: $25; all others: $55). (Subscriptions cover most publications produced by this office, including Feminist Collections, Feminist Periodicals, and New Books on Women & Feminism.) Numerous bibliographies and other informational files are available on the Women’s Studies Librarian’s World Wide Website, -
Female Homosociality Refers to All Kinds of Female Bonding And
Durham E-Theses Hostility and Solidarity: Female Homosociality in the Fiction of Toni Morrison ZANGANEH, MOTAHHAREH How to cite: ZANGANEH, MOTAHHAREH (2015) Hostility and Solidarity: Female Homosociality in the Fiction of Toni Morrison, Durham theses, Durham University. Available at Durham E-Theses Online: http://etheses.dur.ac.uk/11031/ Use policy The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that: • a full bibliographic reference is made to the original source • a link is made to the metadata record in Durham E-Theses • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders. Please consult the full Durham E-Theses policy for further details. Academic Support Oce, Durham University, University Oce, Old Elvet, Durham DH1 3HP e-mail: [email protected] Tel: +44 0191 334 6107 http://etheses.dur.ac.uk 2 Hostility and Solidarity: Female Homosociality in the Fiction of Toni Morrison Motahhareh Zanganeh Doctor of Philosophy Department of English Studies Durham University 2014 Table of Contents Statement of Copyright ii Acknowledgment iii Introduction 1 Chapter One Friendship and Age: Homosociality in Toni Morrison’s Sula and Jazz 49 Chapter Two Revolving Around Men: Patriarchy and Women’s Identity in Song of Solomon 114 and Love Chapter Three Female Homosociality and the Impact of Slavery in Beloved and A Mercy 169 Chapter Four Collective Female Bonding in Paradise: Reviving Hurt Women 222 Conclusion 261 Bibliography 265 i Statement of Copyright “The copyright of this thesis rests with the author. -
13 White Woman Listen! Black Feminism and the Boundaries of Sisterhood
13 White Woman Listen! Black Feminism and the Boundaries of Sisterhood Hazel V. Carby I'm leaving evidence. And you got to leave evidence too. And your children got to leave evidence.... They burned all the documents.... We got to burn out what they put in our minds, like you burn out a wound. Except we got to keep what we need to bear witness. That scar that's left to bear witness. We got to keep it as visible as our blood. (Jones 1975) The black women's critique of history has not only involved us in coming to terms with "absences"; we have also been outraged by the ways in which it has made us visible, when it has chosen to see us. History has constructed our sexuality and our femininity as deviating from those qualities with which white women, as the prize objects of the Western world, have been endowed. We have also been defined in less than human terms (Jordon 1969). Our continuing struggle with History began with its "discovery" of us. However, this chapter will be concerned with herstory rather than history. We wish to address questions to the feminist theories that have been developed during the last decade; a decade in which black women have been fighting, in the streets, in the schools, through the courts, inside and outside the wage relation. The significance of these struggles ought to inform the writing of the herstory of women in Britain. It is fundamental to the development of a feminist theory and practice that is meaningful for black women. -
1 1 Introduction African American Writing Has Become an Integral Part of American Literature Over the Twentieth Century. Apparen
1 Introduction African American writing has become an integral part of American literature over the twentieth century. Apparently, the world of African American women writers with their immensely rich culture and history had been neglected and undervalued by many people and literary critics. As Bell Hooks points out the “writing […] [has] been virtually the sole terrain of men” (30). The works of Langston Hughes or Ralph Ellison, African American male writers, were highly acknowledged and discussed for their depiction of the hard lives of African Americans. Yet it was a portrayal from a male perspective and for many years, it served as the only one the reader was exposed to because of the missing female viewpoint. Nevertheless, there has been a significant change in this phenomenon. Angels Carabi in an interview with Gloria Naylor notices the explosion of African American women’s writing in the last three decades caused by the Civil Rights and Women’s Movements in the roaring and rebellious late 1960s (Interview with Carabi 112-13). Female authors such as Toni Morrison, Alice Walker and Gloria Naylor represent this growing literary tradition. What these authors have in common is that they were among the first ones to describe in their novels the real world and harsh conditions of African American women. The women have been portrayed in various situations and roles that have been typical for the African American culture and society. Moreover, the writers have uncovered many taboos and social issues that had been blindly overlooked by American society. These authors, by writing about African the American women’s experience, have helped to open the eyes of many people and, more importantly, 1 prepared the ground for discussions about the rights, possibilities and the future of African American people. -
Our Kind of People: Social Status and Class Awareness in Post -Reconstruction African American Fiction
OUR KIND OF PEOPLE: SOCIAL STATUS AND CLASS AWARENESS IN POST -RECONSTRUCTION AFRICAN AMERICAN FICTION Andreá N. Williams A dissertation submitted to the faculty of the University of North Carolina at Chapel Hill in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of English Chapel Hill 2006 Approved by Advisor: William L. Andrews Reader: James W. Coleman Reader: Philip F. Gura Reader: Trudier Harris Reader: Jane F. Thrailkill © 2006 Andreá N. Williams ALL RIGHTS RESERVED ii ABSTRACT ANDREÁ N. WILLIAMS: Our Kind of People: Social Status and Class Awareness in Post -Reconstruction African American Fiction (Under the dir ection of William L. Andrews) Postbellum African American fiction provides an index to the complex attitudes toward social status and class divisions that arose within post -Civil War black communities. As I argue, African American narratives in the last quarter of the nineteenth century encode the discourse of class in discussions of respectability, labor, and discrimination. Conceiving of class as a concept that does not necessarily denote economic conditions, both well -known and largely ignored narrativ es of the period emphasize moral and ideological parameters for judging social distinctions. Writers theorize whether intraracial class stratification thwarts black sociopolitical advancement, fracturing black communities from within, or conversely, foster s racial uplift led by the black “better class.” Though the fiction variably delineates social classes, each of the texts under study in Our Kind of People imagines classification as an inevitable and useful means of reforming the turn -of-the-century Ameri can social order. Subverting the class disparity spurred by Gilded Age materialism, Frances E. -
History of Social Theory
Fall 2013 Sociology 101 Michael Burawoy HISTORY OF SOCIAL THEORY A course on the history of social theory can be presented with two different emphases -- as intellectual history or as theoretical tradition. In the first approach the classics are examined in relation to their political, social, economic and particularly their cultural context. In the second approach the classics are systematically compared to one another to show both similarities and differences but also to place them in some developmental sequence. In this course we shall primarily follow the second approach although it will still be essential to situate the ideas of any given writer in his or her historical milieu. It is the hypothesis of this course that within our field there are essentially three theoretical traditions: a marxist tradition, a sociological tradition and an emergent third tradition that transcends both Marxism and sociology. In this view sociology developed out of a critical dialogue with the writings of Marx and Engels and the Marxists that followed them, while this third tradition, often referred to as postmodernism, seeks to go beyond the optimistic accounts of both marxism and sociology. Accordingly, in the first semester we shall examine the Marxist tradition, beginning with Marx and Engels, passing rapidly through German Marxism (Kautsky, Bernstein, Luxemburg), stopping at Russian Marxism to study Lenin's treatise on the transition from capitalism to communism, moving on to Antonio Gramsci as the foremost "Western Marxist" and from there dealing with Third World Marxism as represented by Frantz Fanon. Next semester we will work through key representatives of the sociological tradition, Durkheim and Weber, followed by Foucault, our “postmodern” thinker, before ending with the feminism of Simone de Beauvoir, followed by those who have worked in that tradition in the United States – Catherine MacKinnon and Patricia Hill Collins. -
Teen Parents and Their Children: Issues and Programs
DOCUMENT RESUME ED.245 146 CG 017 516 TITLE Teen Parents and Their Children: Issues and Programs. Hearing before the Select Committee on Children, Youth, and Families. House of Representatives, Ninety-Eighth Congress, First Session. INSTITUTION Congress of the U.S., Washington, DC. House Select Committee on Children, Youth, and Families. PUB DATE 20 Jul 83' NOTE 205p.; ,Some pages are marginally legible due to small print. AVAILABLE FROMSuperintendent of Documents, U.S. Government Printing Office, Washington, DC 20402. PUB TYPE Legal/Legislative/Regulatory Materials (090) EDRS PRICE MFOI Plus Postage. PC Not Available from EDRS. DESCRIPTORS Adolescents; *Child Welfare; Contraception; *Early Parenthood; Government Role; Hearings; Illegitimate Births; Parent Role; Pregnancy; Pregnant Students; *Prevention; Program Descriptions; Secondary Education; *Sex Education; *Sexuality; Youth Problems IDENTIFIERS Congress 98th ABSTRACT This document presents testimony and prepared statements from the Congressional hearings on teen parents and their children. The opening statement is presented, giving an overview of the problem of teenage pregnancy and parenthood and the negative short- and long-term cOnsecniences for the teens, their babies, their families, and society at large. Statements from witnesses are given including those of Dr. Wendy Baldwin, Center for Population Research; Dr. Effie Ellis, a health consultant; Judith E. Jones, Center for Population and Family Health, Columbia University; Elizabeth A. McGee, National Child Labor committees Maurice Weir, . Cities-in-Schools, Inc., Washington, D.C. and Edward A. Wynne, University of Illinois. Additional prepared statements, letters, and supplemental materials are included. Statistics on teenage sexuality and pregnancy, abortion, and contraception are highlighted. The effects of early parenthood on the education, health, and life Satisfaction of the teenage mother and father are discussed, as well as the impact on their parents and society.