Black Writers on What I T Means to Be White
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“I Am Not Your Negro” (2016) Argument-Based Questions
“I Am Not Your Negro” (2016) Argument-Based Questions These argument-based questions accompany the 2016 documentary “I Am Not Your Negro,” which was created from a set of unpublished writings by James Baldwin. Baldwin was working on a book, one that he did not complete but for which he prepared extensive notes, taking a very autobiographical look at the divergent and convergent lives and deaths of three towing civil rights leaders: Martin Luther King, Jr., Medgar Evers, and Malcolm X. The documentary and these questions can be used as part of a unit on Civil Rights, African-American history, or simply American history. Students can be given these questions in advance of screening the film, for completion afterward. Or, the documentary can be paused at intervals so students can discuss or respond in writing to the questions. The timings attached to each question are approximately (not precisely) aligned with the film. It would be sufficient to screen the first half of this documentary – through the first 45 minutes – for classes with younger students, students sensitive to images of violence (there are several of these in the film’s second half), or students very unfamiliar with the history of the Civil Rights movement. There are various arguable angles into the civil rights era, and this documentary, as the questions below suggest. One overarching debatable issue is: James Baldwin establishes as one of his unifying arguments, in the writings on which “I Am Not Your Negro” is based and elsewhere, that America as a whole has been more damaged by racism than have African-Americans and other racial minorities, racism’s direct targets. -
James Baldwin As a Writer of Short Fiction: an Evaluation
JAMES BALDWIN AS A WRITER OF SHORT FICTION: AN EVALUATION dayton G. Holloway A Dissertation Submitted to the Graduate School of Bowling Green State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY December 1975 618208 ii Abstract Well known as a brilliant essayist and gifted novelist, James Baldwin has received little critical attention as short story writer. This dissertation analyzes his short fiction, concentrating on character, theme and technique, with some attention to biographical parallels. The first three chapters establish a background for the analysis and criticism sections. Chapter 1 provides a biographi cal sketch and places each story in relation to Baldwin's novels, plays and essays. Chapter 2 summarizes the author's theory of fiction and presents his image of the creative writer. Chapter 3 surveys critical opinions to determine Baldwin's reputation as an artist. The survey concludes that the author is a superior essayist, but is uneven as a creator of imaginative literature. Critics, in general, have not judged Baldwin's fiction by his own aesthetic criteria. The next three chapters provide a close thematic analysis of Baldwin's short stories. Chapter 4 discusses "The Rockpile," "The Outing," "Roy's Wound," and "The Death of the Prophet," a Bi 1 dungsroman about the tension and ambivalence between a black minister-father and his sons. In contrast, Chapter 5 treats the theme of affection between white fathers and sons and their ambivalence toward social outcasts—the white homosexual and black demonstrator—in "The Man Child" and "Going to Meet the Man." Chapter 6 explores the theme of escape from the black community and the conseauences of estrangement and identity crises in "Previous Condition," "Sonny's Blues," "Come Out the Wilderness" and "This Morning, This Evening, So Soon." The last chapter attempts to apply Baldwin's aesthetic principles to his short fiction. -
Black Women, Educational Philosophies, and Community Service, 1865-1965/ Stephanie Y
University of Massachusetts Amherst ScholarWorks@UMass Amherst Doctoral Dissertations 1896 - February 2014 1-1-2003 Living legacies : Black women, educational philosophies, and community service, 1865-1965/ Stephanie Y. Evans University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/dissertations_1 Recommended Citation Evans, Stephanie Y., "Living legacies : Black women, educational philosophies, and community service, 1865-1965/" (2003). Doctoral Dissertations 1896 - February 2014. 915. https://scholarworks.umass.edu/dissertations_1/915 This Open Access Dissertation is brought to you for free and open access by ScholarWorks@UMass Amherst. It has been accepted for inclusion in Doctoral Dissertations 1896 - February 2014 by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. M UMASS. DATE DUE UNIVERSITY LIBRARY UNIVERSITY OF MASSACHUSETTS AMHERST LIVING LEGACIES: BLACK WOMEN, EDUCATIONAL PHILOSOPHIES, AND COMMUNITY SERVICE, 1865-1965 A Dissertation Presented by STEPHANIE YVETTE EVANS Submitted to the Graduate School of the University of Massachusetts Amherst in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY May 2003 Afro-American Studies © Copyright by Stephanie Yvette Evans 2003 All Rights Reserved BLACK WOMEN, EDUCATIONAL PHILOSOHIES, AND COMMUNITY SERVICE, 1865-1964 A Dissertation Presented by STEPHANIE YVETTE EVANS Approved as to style and content by: Jo Bracey Jr., Chair William Strickland, -
Grice, Karly Marie
“Wake Up, America!”: The March Trilogy as “Wake Work” “If we do not now dare everything, the fulfillment of that prophecy, recreated from the Bible in song by a slave, is upon us: God gave Noah the rainbow sign, No more water, the fire next time!” -James Baldwin John Lewis, Andrew Aydin, and Nate Powell’s March trilogy has received numerous accolades as a primer of history and nonviolence. While these roles are important, I argue that the books perform another important role for contemporary society. In my presentation, I assert the visual narrative structure of the March trilogy embodies the complexity of what Christina Sharpe describes as “the wake” where “to be in the wake is to occupy and to be occupied by the continuous and changing present of slavery’s as yet unresolved unfolding” (13-14). Sharpe’s explanation of “the wake” is Derridean in nature: “the wake” is made up of multiple, contextual understandings of “wake”: rough waters, the aftermath of turmoil, a mourning period, to awaken, and to be aware. By engaging with texts that display the black diasporic experience, Sharpe explains that readers can perform “wake work,” which she describes as “a mode of inhabiting and rupturing this episteme with our known lived and un/imaginable lives” (18). The March trilogy1 facilitates wake work through innovation in style, composition, and comics. While this engagement occurs in many ways, the scope of my presentation focuses specifically on how narrative time is visually disrupted in the March trilogy. Namely, the untidy oscillation between Lewis’s Civil Rights Movement past and the narrative present of President Obama’s inauguration creates disruptions where the past and present invade one another’s visual space. -
The "Stars for Freedom" Rally
National Park Service U.S. Department of the Interior Selma-to-Montgomery National Historic Trail The "Stars for Freedom" Rally March 24,1965 The "March to Montgomery" held the promise of fulfilling the hopes of many Americans who desired to witness the reality of freedom and liberty for all citizens. It was a movement which drew many luminaries of American society, including internationally-known performers and artists. In a drenching rain, on the fourth day, March 24th, carloads and busloads of participants joined the march as U.S. Highway 80 widened to four lanes, thus allowing a greater volume of participants than the court- imposed 300-person limitation when the roadway was narrower. There were many well-known celebrities among the more than 25,000 persons camped on the 36-acre grounds of the City of St. Jude, a Catholic social services complex which included a school, hospital, and other service facilities, located within the Washington Park neighborhood. This fourth campsite, situated on a rain-soaked playing field, held a flatbed trailer that served as a stage and a host of famous participants that provided the scene for an inspirational performance enjoyed by thousands on the dampened grounds. The event was organized and coordinated by the internationally acclaimed activist and screen star Harry Belafonte, on the evening of March 24, 1965. The night "the Stars" came out in Alabama Mr. Belafonte had been an acquaintance of Dr. Martin Luther King, Jr. since 1956. He later raised thousands of dollars in funding support for the Freedom Riders and to bailout many protesters incarcerated during the era, including Dr. -
White by Law---Haney Lopez (Abridged Version)
White by Law The Legal Construction of Race Revised and Updated 10th Anniversary Edition Ian Haney Lόpez NEW YORK UNIVERSITY PRESS New York and London (2006) 1│White Lines In its first words on the subject of citizenship, Congress in 1790 restricted naturalization to “white persons.” Though the requirements for naturalization changed frequently thereafter, this racial prerequisite to citizenship endured for over a century and a half, remaining in force until 1952. From the earliest years of this country until just a generation ago, being a “white person” was a condition for acquiring citizenship. Whether one was “white” however, was often no easy question. As immigration reached record highs at the turn of this century, countless people found themselves arguing their racial identity in order to naturalize. From 1907, when the federal government began collecting data on naturalization, until 1920, over one million people gained citizenship under the racially restrictive naturalization laws. Many more sought to naturalize and were rejected. Naturalization rarely involved formal court proceedings and therefore usually generated few if any written records beyond the simple decision. However, a number of cases construing the “white person” prerequisite reached the highest state and federal judicial circles, and two were argued before the U.S. Supreme Court in the early 1920s. These cases produced illuminating published decisions that document the efforts of would-be citizens from around the world to establish their Whiteness at law. Applicants from Hawaii, China, Japan, Burma, and the Philippines, as well as all mixed- race applicants, failed in their arguments. Conversely, courts ruled that applicants from Mexico and Armenia were “white,” but vacillated over the Whiteness of petitioners from Syria, India, and Arabia. -
Color Chart Colorchart
Color Chart AMERICANA ACRYLICS Snow (Titanium) White White Wash Cool White Warm White Light Buttermilk Buttermilk Oyster Beige Antique White Desert Sand Bleached Sand Eggshell Pink Chiffon Baby Blush Cotton Candy Electric Pink Poodleskirt Pink Baby Pink Petal Pink Bubblegum Pink Carousel Pink Royal Fuchsia Wild Berry Peony Pink Boysenberry Pink Dragon Fruit Joyful Pink Razzle Berry Berry Cobbler French Mauve Vintage Pink Terra Coral Blush Pink Coral Scarlet Watermelon Slice Cadmium Red Red Alert Cinnamon Drop True Red Calico Red Cherry Red Tuscan Red Berry Red Santa Red Brilliant Red Primary Red Country Red Tomato Red Naphthol Red Oxblood Burgundy Wine Heritage Brick Alizarin Crimson Deep Burgundy Napa Red Rookwood Red Antique Maroon Mulberry Cranberry Wine Natural Buff Sugared Peach White Peach Warm Beige Coral Cloud Cactus Flower Melon Coral Blush Bright Salmon Peaches 'n Cream Coral Shell Tangerine Bright Orange Jack-O'-Lantern Orange Spiced Pumpkin Tangelo Orange Orange Flame Canyon Orange Warm Sunset Cadmium Orange Dried Clay Persimmon Burnt Orange Georgia Clay Banana Cream Sand Pineapple Sunny Day Lemon Yellow Summer Squash Bright Yellow Cadmium Yellow Yellow Light Golden Yellow Primary Yellow Saffron Yellow Moon Yellow Marigold Golden Straw Yellow Ochre Camel True Ochre Antique Gold Antique Gold Deep Citron Green Margarita Chartreuse Yellow Olive Green Yellow Green Matcha Green Wasabi Green Celery Shoot Antique Green Light Sage Light Lime Pistachio Mint Irish Moss Sweet Mint Sage Mint Mint Julep Green Jadeite Glass Green Tree Jade -
“The White/Black Educational Gap, Stalled Progress, and the Long-Term Consequences of the Emergence of Crack Cocaine Markets”
“The White/Black Educational Gap, Stalled Progress, and the Long-Term Consequences of the Emergence of Crack Cocaine Markets” William N. Evans Craig Garthwaite Department of Economics Kellogg School of Management University of Notre Dame Northwestern University 437 Flanner Hall 2001 Sheridan Road Notre Dame, IN 46556 Evanston, IL 60208 vmail: (574) 631 7039 vmail: (202) 746 0990 email: [email protected] Email: [email protected] Timothy J. Moore Department of Economics George Washington University 2115 G Street, NW Washington, DC 20052 vmail: (301) 442 1785 email: [email protected] Abstract February 2015 We propose the rise of crack cocaine markets as an explanation for the end to the convergence in black-white educational outcomes in the US that began in the mid-1980s. After constructing a measure to date the arrival of crack markets in cities and states, we show large increases in murder rates after these dates. Black high school completion rates also declined and we estimate that factors associated with crack markets and contemporaneous increases in incarceration rates can account for between 37 and 73 percent of the fall in black male high school completion rates. We argue that the primary mechanism is reduced educational investments in response to decreased returns to schooling. The authors thank Jen Brown, Shawn Bushway, Meghan Busse, Jon Caulkins, Amitabh Chandra, Kerwin Charles, Paul Heaton, Dan Hungerman, Melissa Kearney, Jon Meer, Richard Murnane, Derek Neal, Emily Oster, Rosalie Pacula, Peter Reuter, Bruce Sacerdote, -