Cultivating Black Lesbian Shamelessness: Alice Walker's "The Color Purple"
Author(s): Christopher S. Lewis
Source: Rocky Mountain Review, Vol. 66, No. 2 (Fall 2012), pp. 158-175
Published by: Rocky Mountain Modern Language Association
Stable URL: http://www.jstor.org/stable/41763555 .
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Cultivating Black Lesbian Shamelessness: Alice Walker s
The Color Purple
Christopher S. Lewis
Ohio State University
T n her pivotal 1979 essay "Toward a Black Feminist Criticism," Barbara Smith
JL lamented the lack of black lesbian representation in U.S. literary criticism.
She explained that "All segments of the literary world - whether establishment,
progressive, Black, female, or lesbian - do not know, or at least act as if they do
not know, that Black women writers and Black lesbian writers exist" (132). The
unprecedented amount of writing by and/or about black lesbians that emerged
in the 1970s and 1980s made the question and value of black lesbian writings
existence of fundamental importance to African American literary studies in
particular. Four seminal black lesbian texts - Alice Walker s The Color Purple, Audre
Lordes Zami : A New Spelling of My Name , Ntozake Shange's Sassafrass, Cyprusy
& Indigo , and Gloria Naylor s The Women of Brewster Place - were published in
1982.1 Lesbian-identified writers Ann Allen Shockley, Cheryl Clarke, Alexis De
Veaux, Jewelle Gomez, Audre Lorde, Pat Parker, and Alice Walker each began and
developed their careers between 1970 and 1990.
2 Writers like Octavia Butler, Gayl
Jones, Jamaica Kincaid, Toni Morrison, Gloria Naylor, and Ntozake Shange who
did not openly identify as lesbian or same-sex desiring also published writing in
the 1970s and 1980s that explicitly represented black lesbian characters and/or
shared black lesbian writings general interest in women's same-sex relationships.3
These writers were at odds with major male writers of the 1960s and 1970s Bla.
The Gold Standard of Racial Identity in Nella Larsens Quicks.docxcherry686017
The Gold Standard of Racial Identity in Nella Larsen's "Quicksand and Passing"
Author(s): Anthony Dawahare
Reviewed work(s):
Source: Twentieth Century Literature, Vol. 52, No. 1 (Spring, 2006), pp. 22-41
Published by: Hofstra University
Stable URL: http://www.jstor.org/stable/20479752 .
Accessed: 01/11/2012 00:31
Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at .
http://www.jstor.org/page/info/about/policies/terms.jsp
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content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms
of scholarship. For more information about JSTOR, please contact [email protected]
.
Hofstra University is collaborating with JSTOR to digitize, preserve and extend access to Twentieth Century
Literature.
http://www.jstor.org
http://www.jstor.org/action/showPublisher?publisherCode=hofstra
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The Gold Standard of Racial Identity
in Nella Larsen's Quicksand and Passing
Anthony Dawahare
Gold? yellow, glittering, precious gold? ...
Thus much of this will make black white, foul fair,
Wrong right, base noble, old young, coward valiant.
Shakespeare, Timon ofAthens 4.3
He's got a five-dollar gold piece for a stickpin and he got a
ten-dollar gold piece on his watch chain and his mouf is jes'
cranmmed full of gold teethes. Sho wisht it wuz mine.
-Zora Neale Hurston, "The Gilded Six-Bits" (1014)
In the 1920s, many black writers established African American identity
as one of the most significant issues to be addressed in the post-World
War I period. Figures as diverse as W E. B. Du Bois, A. Philip Randolph,
Marcus Garvey, Alain Locke, James Weldon Johnson, and Jesse Fauset
sought to define a new black identity that had appeared on the scene.
They claimed that this New Negro belonged to a modern generation
of black Americans shaped by the great events of the teens and twenties,
from the Great Migration North, World War I, industrialism, urbanism,
and nationalist liberation movements to the growth of internationalism
following the Bolshevik Revolution. To be sure, black writers and activ
ists were often at odds over just who the New Negro was. Garvey, for
example, championed what he saw as the African character of the New
Negro, while Randolph welcomed the arrival of a left-leaning, work
ing-class New Negro. More often than not, however, definitions of the
Twentieth-Century Literature 52.1 Spring 2006 22
The Gold Standard of Racial Identity in Nella Larsen's Quicksand and Passing
New Negro asserted that black Americans belonged to a unique race of
human beings whose ancestry imparted a distinctive and invaluable racial
identity and culture. The New Negro, it was claime ...
1. Feminist literary criticism examines representations of women in texts and challenges traditional gender roles and stereotypes.
2. Early feminist critics analyzed how women authors faced barriers and how female characters were portrayed in limited, stereotypical ways.
3. More recent criticism looks at the intersection of gender with other identities like race and sexuality, and how cultural factors shape concepts of masculinity and femininity.
This document discusses Dee Rees' 2011 film Pariah and analyzes the intersectional oppression faced by the main character Alike. It argues that although Alike's struggle is often attributed solely to her sexual orientation, her experience is actually shaped by the intertwining of her class, gender, race and sexuality. The author conducts research using black feminist, queer and critical race theories to contextualize how the film portrays the realities of the LGBT and African American experience.
Bessie Head was a South African writer of mixed race who faced discrimination due to her illegitimate status and complex racial background. She wrote short stories capturing the African experience with colonialism, apartheid, and exploitation. Her story "The Collector of Treasures" depicts a woman who murders her abusive husband after facing domestic violence and oppression as a result of the intersection of race, class, and gender roles in her society. The story examines themes of feminism, patriarchy, and Head's vision for a more equitable and humane society beyond racial and gender divides.
This document discusses Alice Walker's concept of Womanism and how it differs from feminism. It provides Walker's four-part definition of Womanism from her book In Search of Our Mothers' Gardens. The definition characterizes Womanism as celebrating black female identity and culture while also being committed to the liberation and wholeness of the entire community, both male and female. The document analyzes each aspect of the definition in detail and argues that Womanism offers black women a framework that embraces their heritage and spiritual traditions in a way feminism does not. It positions Womanism as a more inclusive movement than feminism that is rooted in black cultural experiences.
This document provides a survey of feminism of color through analyzing works by feminist authors of color. It discusses how feminism of color critiques mainstream feminism for failing to acknowledge the intersection of race and gender oppression. It summarizes works by Angela Davis, bell hooks, Gloria Anzaldúa, and others that brought attention to the emergence of Black feminism, Chicana/Hispana feminism, Asian feminism, and other third world feminisms. The document also analyzes novels like The Color Purple and The Woman Warrior to show how authors of color developed distinctive feminist voices and reworked cultural traditions to express feminist perspectives. Overall, the document examines how feminism of color centered the experiences of women
This document is a comparative literature assignment submitted by Fatima Gul that discusses the politicization of non-Western literature and rejection of the formalist approach. It provides examples of how Western civilization has presented an inaccurate portrayal of non-Western cultures and politicized their literature. It discusses several non-Western writers like Chinua Achebe and Frantz Fanon who highlighted the negative impacts of Western colonialism and how it disrupted traditional ways of life in Africa and presented the colonized people in a demeaning light. The assignment argues that the formalist approach to studying literature fails to acknowledge the deeper themes, ideas and philosophies in non-Western works and asserts the need to consider the socio-historical contexts.
Woman Slain in Queer Love Brawl” African American WomeVannaJoy20
“Woman Slain in Queer Love Brawl”: African American Women, Same-Sex Desire, and
Violence in the Urban North, 1920–1929
Author(s): Cookie Woolner
Source: The Journal of African American History, Vol. 100, No. 3, Gendering the Carceral
State: African American Women, History, and the Criminal Justice System (Summer
2015), pp. 406-427
Published by: Association for the Study of African American Life and History
Stable URL: http://www.jstor.org/stable/10.5323/jafriamerhist.100.3.0406
Accessed: 28-01-2017 15:13 UTC
REFERENCES
Linked references are available on JSTOR for this article:
http://www.jstor.org/stable/10.5323/jafriamerhist.100.3.0406?seq=1&cid=pdf-
reference#references_tab_contents
You may need to log in to JSTOR to access the linked references.
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted
digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about
JSTOR, please contact [email protected]
Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at
http://about.jstor.org/terms
Association for the Study of African American Life and History is collaborating with JSTOR
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This content downloaded from 128.6.218.72 on Sat, 28 Jan 2017 15:13:21 UTC
All use subject to http://about.jstor.org/terms
406
“WOMAN SLAIN IN
QUEER LOVE BRAWL”:
AFRICAN AMERICAN WOMEN,
SAME-SEX DESIRE, AND VIOLENCE
IN THE URBAN NORTH, 1920–1929
Cookie Woolner
The New York Age, one of the leading African American newspapers, pub-
lished a front-page article in November 1926 with the graphic headline, “Women
Rivals for Affection of Another Woman Battle with Knives, and One Has Head
Almost Severed From Body.” The lengthy opening sentence proclaimed the fol-
lowing:
Crazed with gin and a wild and unnatural infatuation for another woman, Reba Stobtoff, in
whose Manhattan apartment her friends and acquaintances had gathered for a Saturday night
rent party, grabbed a keen-edged bread knife and with one fell swoop, severed the jugular vein
in the throat of Louise Wright after a fierce quarrel in which Reba had accused Louise of show-
ing too much interest in a woman named Clara, known to underworld dwellers as “Big Ben,”
the name coming from her unusual size and from her inclination to ape the masculine in dress
and manner, and particularly in her attention to other women.1
The article also revealed that, “when the police arrived, only women were present,
and it is said that no men had attended the affair.”2 Readers came across such
depictions of female same-sex desire in the 1920s, which served to conflate the
emerging concept of “lesbianism” with violence, aggression, vice, and pathologi-
cal behavior. The newspaper accounts not only informed nor ...
The Gold Standard of Racial Identity in Nella Larsens Quicks.docxcherry686017
The Gold Standard of Racial Identity in Nella Larsen's "Quicksand and Passing"
Author(s): Anthony Dawahare
Reviewed work(s):
Source: Twentieth Century Literature, Vol. 52, No. 1 (Spring, 2006), pp. 22-41
Published by: Hofstra University
Stable URL: http://www.jstor.org/stable/20479752 .
Accessed: 01/11/2012 00:31
Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at .
http://www.jstor.org/page/info/about/policies/terms.jsp
.
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of
content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms
of scholarship. For more information about JSTOR, please contact [email protected]
.
Hofstra University is collaborating with JSTOR to digitize, preserve and extend access to Twentieth Century
Literature.
http://www.jstor.org
http://www.jstor.org/action/showPublisher?publisherCode=hofstra
http://www.jstor.org/stable/20479752?origin=JSTOR-pdf
http://www.jstor.org/page/info/about/policies/terms.jsp
The Gold Standard of Racial Identity
in Nella Larsen's Quicksand and Passing
Anthony Dawahare
Gold? yellow, glittering, precious gold? ...
Thus much of this will make black white, foul fair,
Wrong right, base noble, old young, coward valiant.
Shakespeare, Timon ofAthens 4.3
He's got a five-dollar gold piece for a stickpin and he got a
ten-dollar gold piece on his watch chain and his mouf is jes'
cranmmed full of gold teethes. Sho wisht it wuz mine.
-Zora Neale Hurston, "The Gilded Six-Bits" (1014)
In the 1920s, many black writers established African American identity
as one of the most significant issues to be addressed in the post-World
War I period. Figures as diverse as W E. B. Du Bois, A. Philip Randolph,
Marcus Garvey, Alain Locke, James Weldon Johnson, and Jesse Fauset
sought to define a new black identity that had appeared on the scene.
They claimed that this New Negro belonged to a modern generation
of black Americans shaped by the great events of the teens and twenties,
from the Great Migration North, World War I, industrialism, urbanism,
and nationalist liberation movements to the growth of internationalism
following the Bolshevik Revolution. To be sure, black writers and activ
ists were often at odds over just who the New Negro was. Garvey, for
example, championed what he saw as the African character of the New
Negro, while Randolph welcomed the arrival of a left-leaning, work
ing-class New Negro. More often than not, however, definitions of the
Twentieth-Century Literature 52.1 Spring 2006 22
The Gold Standard of Racial Identity in Nella Larsen's Quicksand and Passing
New Negro asserted that black Americans belonged to a unique race of
human beings whose ancestry imparted a distinctive and invaluable racial
identity and culture. The New Negro, it was claime ...
1. Feminist literary criticism examines representations of women in texts and challenges traditional gender roles and stereotypes.
2. Early feminist critics analyzed how women authors faced barriers and how female characters were portrayed in limited, stereotypical ways.
3. More recent criticism looks at the intersection of gender with other identities like race and sexuality, and how cultural factors shape concepts of masculinity and femininity.
This document discusses Dee Rees' 2011 film Pariah and analyzes the intersectional oppression faced by the main character Alike. It argues that although Alike's struggle is often attributed solely to her sexual orientation, her experience is actually shaped by the intertwining of her class, gender, race and sexuality. The author conducts research using black feminist, queer and critical race theories to contextualize how the film portrays the realities of the LGBT and African American experience.
Bessie Head was a South African writer of mixed race who faced discrimination due to her illegitimate status and complex racial background. She wrote short stories capturing the African experience with colonialism, apartheid, and exploitation. Her story "The Collector of Treasures" depicts a woman who murders her abusive husband after facing domestic violence and oppression as a result of the intersection of race, class, and gender roles in her society. The story examines themes of feminism, patriarchy, and Head's vision for a more equitable and humane society beyond racial and gender divides.
This document discusses Alice Walker's concept of Womanism and how it differs from feminism. It provides Walker's four-part definition of Womanism from her book In Search of Our Mothers' Gardens. The definition characterizes Womanism as celebrating black female identity and culture while also being committed to the liberation and wholeness of the entire community, both male and female. The document analyzes each aspect of the definition in detail and argues that Womanism offers black women a framework that embraces their heritage and spiritual traditions in a way feminism does not. It positions Womanism as a more inclusive movement than feminism that is rooted in black cultural experiences.
This document provides a survey of feminism of color through analyzing works by feminist authors of color. It discusses how feminism of color critiques mainstream feminism for failing to acknowledge the intersection of race and gender oppression. It summarizes works by Angela Davis, bell hooks, Gloria Anzaldúa, and others that brought attention to the emergence of Black feminism, Chicana/Hispana feminism, Asian feminism, and other third world feminisms. The document also analyzes novels like The Color Purple and The Woman Warrior to show how authors of color developed distinctive feminist voices and reworked cultural traditions to express feminist perspectives. Overall, the document examines how feminism of color centered the experiences of women
This document is a comparative literature assignment submitted by Fatima Gul that discusses the politicization of non-Western literature and rejection of the formalist approach. It provides examples of how Western civilization has presented an inaccurate portrayal of non-Western cultures and politicized their literature. It discusses several non-Western writers like Chinua Achebe and Frantz Fanon who highlighted the negative impacts of Western colonialism and how it disrupted traditional ways of life in Africa and presented the colonized people in a demeaning light. The assignment argues that the formalist approach to studying literature fails to acknowledge the deeper themes, ideas and philosophies in non-Western works and asserts the need to consider the socio-historical contexts.
Woman Slain in Queer Love Brawl” African American WomeVannaJoy20
“Woman Slain in Queer Love Brawl”: African American Women, Same-Sex Desire, and
Violence in the Urban North, 1920–1929
Author(s): Cookie Woolner
Source: The Journal of African American History, Vol. 100, No. 3, Gendering the Carceral
State: African American Women, History, and the Criminal Justice System (Summer
2015), pp. 406-427
Published by: Association for the Study of African American Life and History
Stable URL: http://www.jstor.org/stable/10.5323/jafriamerhist.100.3.0406
Accessed: 28-01-2017 15:13 UTC
REFERENCES
Linked references are available on JSTOR for this article:
http://www.jstor.org/stable/10.5323/jafriamerhist.100.3.0406?seq=1&cid=pdf-
reference#references_tab_contents
You may need to log in to JSTOR to access the linked references.
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted
digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about
JSTOR, please contact [email protected]
Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at
http://about.jstor.org/terms
Association for the Study of African American Life and History is collaborating with JSTOR
to digitize, preserve and extend access to The Journal of African American History
This content downloaded from 128.6.218.72 on Sat, 28 Jan 2017 15:13:21 UTC
All use subject to http://about.jstor.org/terms
406
“WOMAN SLAIN IN
QUEER LOVE BRAWL”:
AFRICAN AMERICAN WOMEN,
SAME-SEX DESIRE, AND VIOLENCE
IN THE URBAN NORTH, 1920–1929
Cookie Woolner
The New York Age, one of the leading African American newspapers, pub-
lished a front-page article in November 1926 with the graphic headline, “Women
Rivals for Affection of Another Woman Battle with Knives, and One Has Head
Almost Severed From Body.” The lengthy opening sentence proclaimed the fol-
lowing:
Crazed with gin and a wild and unnatural infatuation for another woman, Reba Stobtoff, in
whose Manhattan apartment her friends and acquaintances had gathered for a Saturday night
rent party, grabbed a keen-edged bread knife and with one fell swoop, severed the jugular vein
in the throat of Louise Wright after a fierce quarrel in which Reba had accused Louise of show-
ing too much interest in a woman named Clara, known to underworld dwellers as “Big Ben,”
the name coming from her unusual size and from her inclination to ape the masculine in dress
and manner, and particularly in her attention to other women.1
The article also revealed that, “when the police arrived, only women were present,
and it is said that no men had attended the affair.”2 Readers came across such
depictions of female same-sex desire in the 1920s, which served to conflate the
emerging concept of “lesbianism” with violence, aggression, vice, and pathologi-
cal behavior. The newspaper accounts not only informed nor ...
Woman slain in queer love brawl” african american womessuserfa5723
This article examines newspaper coverage from the 1920s of violence between African American women involved in same-sex relationships. It uses these accounts to shed light on the social networks and everyday lives of queer black women in northern cities like New York and Chicago during this era. While the black press portrayed these "lady lovers" in a negative and sensationalized manner, their stories revealed that these women faced many of the same challenges as other working-class African American migrants, including low-paying jobs, overcrowded housing, and racial segregation. The article aims to make these invisible queer women's experiences more visible through analysis of press depictions of their acts of violence amidst defacting norms.
Spivakian Postcolonial-feminism Elements PPt.pdflaya91
This document provides a summary of Doris Lessing's novels "The Grass is Singing" and "The Sweetest Dreams". It locates elements of postcolonial feminism in both novels through an analysis of the main characters and their experiences with subjugation, oppression, and resistance within colonial and patriarchal societies. The protagonist Mary Turner in "The Grass is Singing" struggles with expectations of femininity and marriage that conflict with her own identity. Characters in "The Sweetest Dreams" grapple with gender roles and social change across generations in 1960s England. The theoretical framework of postcolonial feminism, particularly the work of Gayatri Spivak, is used to examine these portray
Alice Walker's life experiences growing up in the American South greatly influenced her works. She wrote about the struggles of black women with racism and sexism. Her most famous book, The Color Purple, tells the story of Celie and her oppression as a black woman. Walker drew from her own experiences with the Civil Rights Movement and fighting for racial equality to write her other works like Meridian. Overall, Walker's literature highlighted the hardships of Southern black communities and promoted messages of empowerment, unity, and overcoming oppression.
1. African American criticism examines works through the lens of the black experience with oppression and marginalization. It notes how black writing emerges from a sociocultural context marked by these factors.
2. It also draws from postcolonial theory regarding the representation of the "other" and identity reclamation. African American criticism is aware of how black experience relates to African influences and the legacy of slavery and racism in shaping black artistic production in white cultures.
3. A key concern is who can speak for or understand black literature and whether black works demand a specific ideological lens or can be analyzed using traditional theories. It questions the essence of race and how racial identity has been constructed and understood over time.
“Color Struck”: Racial Mimicry as the Root Jeremy Borgia
Zora Neale Hurston, born in 1891, has emerged as an iconic author in the fields of African-American and feminist literature; most famous for her novel Their Eyes Were Watching God, Hurston wrote a number of novels, plays, and short stories. Writing from the 1920s to the 1950s, Hurston’s work is predominantly positioned in the era of the Harlem Renaissance, which ended around the time of the Great Depression. She was an influential voice during this time period, working and arguing both with and alongside the likes of W.E.B. Du Bois and Alain Locke, each of whom had a disparate view of the role of art and literature in the movement for black American equality. Locke rejected “propaganda and ‘racial rhetoric’ for the most part as
obstacles to literary excellence and universal acceptance” (Classon 8), while Du Bois proclaimed, “I stand in utter shamelessness and say that whatever art I have for writing has been used always for propaganda for gaining the right of black folk to love and enjoy. I do not care a damn for any art that is not used for propaganda’’ (Du Bois 22). Hurston, however, was
suspicious of her contemporaries’ rhetoric, recognizing the superficial division between these two views. Both men endeavored to artificially bolster the black race by “proving” their merit to white America through literature—propagandistic or not; Hurston, however, was troubled by the notion that black society was being defined against “whiteness” in culture and literature. Indeed, her works demonstrate a criticism of these black leaders: that in their quest for equality, equality was confused with mimicking whiteness. In other words, the movement for equality became lost in the quest for sameness.
The document summarizes Elliott Liebow's book "Tally's Corner", an observational study of a group of unemployed African American men in Washington D.C. in the 1960s. The study provided an intimate look at poverty in America and established the concept of "thick description" in qualitative research. It is frequently cited by other researchers studying poverty and culture. While the book provided access to lives researchers may not directly experience, the author notes being remiss with some observations as an African American woman who grew up in poverty in the South.
Alice Walker is an acclaimed African American author known for her literary works focusing on the struggles of black women against racism, sexism, and violence, particularly in the rural American South. Some of her most famous works that portray these struggles include her novel The Color Purple, which won the Pulitzer Prize and National Book Award in 1983. Walker's writing is rooted in her experience with the economic hardship and racial injustice faced by black communities in the South.
The document provides biographical information about author Alice Walker and an overview of her notable novel The Color Purple. Walker was born in 1944 in Georgia and attended Spelman College and Sarah Lawrence College. She married in 1967 and divorced in 1976. Some of her major awards and accomplishments include the Pulitzer Prize and National Book Award for The Color Purple in 1983. The Color Purple deals with issues of sexism, racism, and feminism through the story of the main character Celie. It provides an intimate look at relationships and personal growth among African American women in the early 20th century.
Initial Post (250 words)Read and interpret the short story .docxannettsparrow
Initial Post (250 words)
Read and interpret the short story "Damien's Shoes" by Ret'sepile Makamane. What logical inferences can you make based on its details? What can you infer about the narrator in this story, the narrator's son, and the setting of this story? What details suggest this? What other logical inferences can you make about this story? (Length: 250 words)
Two Replies
Respond to the posts of two of your peers by acknowledging their ideas and adding on to them with additional commentary, supporting detail or fact (such as a quote, detail referenced, or scenario from the story), and/or an new or different perspective or logical inference.
Damien’s Shoes
by Ret’sepile Makamane
My son (Links to an external site.)
, Damien, makes fires that flicker throughout rainy June nights. He moves about the shores of Lake Muhazi, lighting a new fire on a new spot every night. People who travel to Kayonza come back to Kigali with stories of having seen him during the rainy season as the smokes of his fires constantly go up to the skies, like a man cast away and looking for rescue. Those who have travelled and visited relatives with houses on the hills around Lake Muhazi in recent years to observe his activities say that my son sails up and down the lake during the day, busy ferrying passengers with completely covered faces to the other side. Others even claim that they have seen him up close, and that unlike other undead dead people he does not run away or conceal his face when you approach him. He has remained ten years old throughout the years, only bits of his hair are beginning to grey now.
When his boat work is done in the evenings, he plays his flute into the night, calming Lake Muhazi into even more stillness. He plays the flute so dedicatedly, earnestly, its melody so piercing, with sorrow so intense – a child blowing all his young soul into a musical instrument just so our land can heal. His flute wakes God from his deep sleep, – since Damien has already given God a few warnings, I hear – saying to God, “Thou Shalt Not Sleep, never. Not here in Rwanda, not anymore! Find yourself another bedroom.” Because God used to sleep here in Rwanda, you know. Lately, God stays awake at night looking intently at the world map, planning to migrate.
I carry with me Damien’s one shoe. He is barefoot, Damien, my boy, that is why he has to make these random fires when it rains in June – to warm his feet. I rescued this shoe from the mouth of a stray dog which made me run and chase it until I was panting like a hound myself. That was back in ninety-four. I was still a young man in those days. Oh, but that dog was not the end of my troubles. I have aged double while walking these hills and valleys with acacia and guava and mango trees, without even seeing their beauty anymore. Walking with a tormented soul, looking for Damien to put on his shoe on the other foot. Blaming myself, sixteen years moiling and roiling through these mangroves and swamp.
initial post one paragraph intext citation and reference Require.docxannettsparrow
This document provides instructions for an assignment on literary movements. Students are asked to choose one literary movement from the week's readings and discuss either:
1) The historical and political influences on the movement and a one paragraph summary of a specific work.
2) How a specific artwork captured the subject or story of a literary work, using examples like paintings influenced by poems or myths.
Students must use at least one additional scholarly source to discuss the influences on the chosen movement.
Initial Post InstructionsTriggers are ethnocentric responses to .docxannettsparrow
Initial Post Instructions
Triggers are ethnocentric responses to differences and defensive reactions to ethnocentrism. Any number of things can serve as triggers, but they generally fall into the following categories: voice, appearance, attitude, and behavior. For example, a person of color may become anxious when driving through a small rural town. They may fear being stopped because of looking out of place. Another example would be to react to the smell of curry and spices when walking into an Indian home. The reaction could be either negative or positive depending on your experiences, but you immediately react to the stimulus.
For the initial post, address the following:
Describe a trigger that you have responded or been a witness to in the past, even if it was only a fleeting mental thought.
What was the result of your/their response?
If you/they had a negative response, how could your/their response to the situation been better or different?
What barriers did you/they need to overcome?
.
Initial Post InstructionsFor the initial post,consider thr.docxannettsparrow
Initial Post Instructions
For the initial post,
consider three (3)
of the following events: Treaty of Versailles
Rise of fascism, militarism and imperialism
Failure of the League of Nations Based on your three selections,
choose two (2)
of the following and craft a response for your selections:
Assess if the United States foreign policy during the 1930s helped to promote World War II. Could the United States have prevented the outbreak of World War II? If so, how? If not, why not?
Explain if the United States, despite neutrality, aided the Allies against the Axis powers.
.
Initial Post InstructionsFor the initial post, choose and ad.docxannettsparrow
Initial Post Instructions
For the initial post, choose and address one of the following options:
Option 1:
In the 19th century, the camera was a revolutionary invention, and many artists were concerned about the effect that photographs would have on the art world.
Did the invention of the camera change the arts? Why or why not?
Choose an artistic movement that you believe was influenced by the camera and discuss how the movement was affected.
Include at least one example of an artist and artwork in your response.
Include a statement from a current photographer or critic to support your points.
Option 2:
In the 21st century, the smartphone camera changed the way we use and view photography. In addition, apps and social media have changed the way we share photography.
How has the invention of the smartphone camera changed photography?
How have apps and social media changed the way we share photos? Are they positive and/or negative changes? Explain.
Include a statement from a current photographer or critic to support your points
.
Writing Requirements
Minimum of 1 page
Minimum of 2 sources cited (assigned readings/online lessons and an outside source)
APA format for in-text citations and list of references
.
Initial Post InstructionsDiscuss the differences and similaritie.docxannettsparrow
Initial Post Instructions
Discuss the differences and similarities between the presidential and parliamentary systems, including the executive and legislative branches. Which system do you feel serves its citizen better? Why? Use evidence (cite sources) to support your response from assigned readings or online lessons,
and
at least one outside scholarly source.
Follow-Up Post Instructions
Respond to at least one peer. Further the dialogue by providing more information and clarification. Minimum of 1 scholarly source which can include your textbook or assigned readings or may be from your additional scholarly research.
Writing Requirements
Minimum of 2 posts (1 initial & 1 follow-up)
Minimum of 2 sources cited (assigned readings/online lessons
and
an outside scholarly source)
APA format for in-text cita
.
Initial Post InstructionsAs we jump into the world of Alge.docxannettsparrow
Initial Post Instructions
As we jump into the world of Algebra, it is important to discuss how math, specifically Algebra, is used in the real-world.
Search for videos from Ted Ed showing the real-world value of mathematics. Choose a video to watch and then provide a one-paragraph summary (3-4 sentences) of the video in your own words. Be sure to discuss the math concept used.
Follow-Up Post Instructions
Respond to at least two peers in a substantive, content-specific way. Further the dialogue by providing more information and clarification.
Writing Requirements
Minimum of 3 posts (1 initial & 2 follow-up) with first post by Wednesday
APA format for in-text citations and list of references
.
Initial Post InstructionsFor the initial post, respond to one .docxannettsparrow
Initial Post Instructions
For the initial post, respond to one of the following options, and label the beginning of your post indicating either Option 1 or Option 2:
Option 1:
List the ways in which contemporary presidential campaigns have used social media as a campaign tool. Do you consider social media as a successful tool? Explain your answer. Do you see social media as an unsuccessful tool? Explain your answer and provide examples.
Option 2
: There are numerous discussions involving the Electoral College. There are some people that want to abolish the electoral college while others want to keep it. What do you think? Keep the electoral college or abolish it? Explain the reasons for your choice.
Be sure to make connections between your ideas and conclusions and the research, concepts, terms, and theory we are discussing this week
Writing Requirements
Minimum of 2 sources cited (assigned readings/online lessons and an outside source)
APA format for in-text citations and list of references
.
Initial Post InstructionsAgenda setting can be a difficult t.docxannettsparrow
Initial Post Instructions
Agenda setting can be a difficult task in government. Why? Who do you consider an important agenda setter in government? How does this participant help set the agenda? Give an example of an attempt at agenda setting in government. Was it successful? Why or why not? Consider how factors such as culture, political positions, etc. might impact your own, or the agenda setters' priorities.
Use evidence (cite sources) to support your response from assigned readings or online lessons, and at least one outside scholarly source.
.
Initial Post Identify all the components of a cell. Describe the fu.docxannettsparrow
Initial Post: Identify all the components of a cell. Describe the function of each of these components.
Response #1: Add to your own initial post: Describe cellular metabolism membrane transport and cellular reproduction
Response #2: Add to your own initial post and response #1: Describe the aging process. Identify the pathophysiologic process for 3 underlying principles of aging. Example: oxidative process.
please use APA format
.
Initial Discussion Board Post Compare and contrast life for col.docxannettsparrow
Colonial women in Virginia and Massachusetts colonies faced different expectations and opportunities based on class and status. Women in Virginia had more defined social roles and less opportunities compared to Massachusetts where women could own property. Margaret Brent was unique as she purchased land directly from Native Americans in Plymouth as a wealthy woman, showing how status could provide more freedom, though women overall had limited rights in both colonies.
Inital post please respond for the above post question one page with.docxannettsparrow
Inital post please respond for the above post question one page with intext citation and reference.
Required Resources
Read/review the following resources for this activity:
Minimum of 1 primary or scholarly source (from photographer or critic – either will count as your scholarly source requirement for discussions)
Initial Post Instructions
For the initial post, address one of the following options:
Option 1:
In the 19th century, the camera was a revolutionary invention, and many artists were concerned about the effect that photographs would have on the art world.
Did the invention of the camera change the arts? Why or why not?
Choose an artistic movement that you believe was influenced by the camera and discuss how the movement was affected.
Include at least one example of an artist and artwork in your response.
Include a statement from a current photographer or critic to support your points.
Option 2:
In the 21st century, the smartphone camera changed the way we use and view photography. In addition, apps and social media have changed the way we share photography.
How has the invention of the smartphone camera changed photography?
How have apps and social media changed the way we share photos? Are they positive and/or negative changes? Explain.
Include a statement from a current photographer or critic to support your points.
.
Infornnation Technology
in Hunnan Resource
:An
Empirical Assessnnent
By Alok Mishra, PhD, and Ibrahim Akman, PhD
The present paper begins by introducing a number of observations on tiie
appiications ot information teciinoiogy (iT) in tiie field of human resource
management (HRM) in gênerai. Tiiis is due to tiie fact that iT and its wide range of
appiications have already made their presence feit in this area. This wiii be
foliowed by a report on the findings of a survey on the present trends in
organizations with in the different sectors in Turkey. Aithough the impact of iT on
IHRM has iong been attracting the interest of academics, no empiricai research has
ever been reaiized in this fieid in Turiiey, and few studies have been reported
eisewhere. The survey was conducted among the 106 iT managers and
professionais from various sectors, based on whose resuits, the data shows that iT
is used extensiveiy in the organizations to perform IHRM functions in Turicey's
dynamic economy. The results aiso indicated that, while IT has an impact on aii
sectors in terms of IHRM to certain extent, the types of iT used vary significantiy
between recruitment, maintenance, and deveiopment tasi(s. However, the empiricai
resuits here reveai that these organizations are not appiying these technoiogies
systematicaiiy and maturely in the performance of HRM functions.
Key words: human resource management (HRM), human resource management
system (HRMS), human resource (HR), information technoiogy (iT), ANOVAtest,
chi-square test
T
he HRM function in organizations has gained increasing strategic emphasis, and
the importance of its alignment HRM and business strategies is well-acknowl-
edged.^ In fact, effective HRM is vital in order to be able to meet the market
demands with well-qualified employees at all times.^
Technology and HRM have a broad range of influences upon each other, and HR
professionals should be able to adopt technologies that allow the reengineering of the
HR function, be prepared to support organizational and work-design changes caused
by technology, and be able to support a proper managerial climate for innovative and
knowledge-based organizarions.^ These technological advances are being driven
primarily by strong demands from human resource professionals for enhancement in
speed, effectiveness, and cost containment."*
Public Personnel Management Volume 39 No. 3 Fall 2010 271
Snell, Stueber, and Lepak^ observe that HRMSs can meet the challenge of
simultaneously becoming more strategic, flexible, cost-efficient, and customer-oriented
by leveraging information technology Many experts forecast that the PC will become
the central tool for all HR professionals.^ Virtual HR is emerging due to the growing
sophistication of IT and increased external structural options.^ IT is beginning to
enable organizations to deliver state-of-the-art HR services, and reduced costs have
enabled companies, regardless of the firm size-to purchase HR technologies.^.
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Damien’s Shoes
by Ret’sepile Makamane
My son (Links to an external site.)
, Damien, makes fires that flicker throughout rainy June nights. He moves about the shores of Lake Muhazi, lighting a new fire on a new spot every night. People who travel to Kayonza come back to Kigali with stories of having seen him during the rainy season as the smokes of his fires constantly go up to the skies, like a man cast away and looking for rescue. Those who have travelled and visited relatives with houses on the hills around Lake Muhazi in recent years to observe his activities say that my son sails up and down the lake during the day, busy ferrying passengers with completely covered faces to the other side. Others even claim that they have seen him up close, and that unlike other undead dead people he does not run away or conceal his face when you approach him. He has remained ten years old throughout the years, only bits of his hair are beginning to grey now.
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Option 1:
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Did the invention of the camera change the arts? Why or why not?
Choose an artistic movement that you believe was influenced by the camera and discuss how the movement was affected.
Include at least one example of an artist and artwork in your response.
Include a statement from a current photographer or critic to support your points.
Option 2:
In the 21st century, the smartphone camera changed the way we use and view photography. In addition, apps and social media have changed the way we share photography.
How has the invention of the smartphone camera changed photography?
How have apps and social media changed the way we share photos? Are they positive and/or negative changes? Explain.
Include a statement from a current photographer or critic to support your points
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Writing Requirements
Minimum of 1 page
Minimum of 2 sources cited (assigned readings/online lessons and an outside source)
APA format for in-text citations and list of references
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Discuss the differences and similarities between the presidential and parliamentary systems, including the executive and legislative branches. Which system do you feel serves its citizen better? Why? Use evidence (cite sources) to support your response from assigned readings or online lessons,
and
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Respond to at least one peer. Further the dialogue by providing more information and clarification. Minimum of 1 scholarly source which can include your textbook or assigned readings or may be from your additional scholarly research.
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Minimum of 2 posts (1 initial & 1 follow-up)
Minimum of 2 sources cited (assigned readings/online lessons
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As we jump into the world of Algebra, it is important to discuss how math, specifically Algebra, is used in the real-world.
Search for videos from Ted Ed showing the real-world value of mathematics. Choose a video to watch and then provide a one-paragraph summary (3-4 sentences) of the video in your own words. Be sure to discuss the math concept used.
Follow-Up Post Instructions
Respond to at least two peers in a substantive, content-specific way. Further the dialogue by providing more information and clarification.
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For the initial post, respond to one of the following options, and label the beginning of your post indicating either Option 1 or Option 2:
Option 1:
List the ways in which contemporary presidential campaigns have used social media as a campaign tool. Do you consider social media as a successful tool? Explain your answer. Do you see social media as an unsuccessful tool? Explain your answer and provide examples.
Option 2
: There are numerous discussions involving the Electoral College. There are some people that want to abolish the electoral college while others want to keep it. What do you think? Keep the electoral college or abolish it? Explain the reasons for your choice.
Be sure to make connections between your ideas and conclusions and the research, concepts, terms, and theory we are discussing this week
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Required Resources
Read/review the following resources for this activity:
Minimum of 1 primary or scholarly source (from photographer or critic – either will count as your scholarly source requirement for discussions)
Initial Post Instructions
For the initial post, address one of the following options:
Option 1:
In the 19th century, the camera was a revolutionary invention, and many artists were concerned about the effect that photographs would have on the art world.
Did the invention of the camera change the arts? Why or why not?
Choose an artistic movement that you believe was influenced by the camera and discuss how the movement was affected.
Include at least one example of an artist and artwork in your response.
Include a statement from a current photographer or critic to support your points.
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In the 21st century, the smartphone camera changed the way we use and view photography. In addition, apps and social media have changed the way we share photography.
How has the invention of the smartphone camera changed photography?
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Include a statement from a current photographer or critic to support your points.
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Infornnation Technology
in Hunnan Resource
:An
Empirical Assessnnent
By Alok Mishra, PhD, and Ibrahim Akman, PhD
The present paper begins by introducing a number of observations on tiie
appiications ot information teciinoiogy (iT) in tiie field of human resource
management (HRM) in gênerai. Tiiis is due to tiie fact that iT and its wide range of
appiications have already made their presence feit in this area. This wiii be
foliowed by a report on the findings of a survey on the present trends in
organizations with in the different sectors in Turkey. Aithough the impact of iT on
IHRM has iong been attracting the interest of academics, no empiricai research has
ever been reaiized in this fieid in Turiiey, and few studies have been reported
eisewhere. The survey was conducted among the 106 iT managers and
professionais from various sectors, based on whose resuits, the data shows that iT
is used extensiveiy in the organizations to perform IHRM functions in Turicey's
dynamic economy. The results aiso indicated that, while IT has an impact on aii
sectors in terms of IHRM to certain extent, the types of iT used vary significantiy
between recruitment, maintenance, and deveiopment tasi(s. However, the empiricai
resuits here reveai that these organizations are not appiying these technoiogies
systematicaiiy and maturely in the performance of HRM functions.
Key words: human resource management (HRM), human resource management
system (HRMS), human resource (HR), information technoiogy (iT), ANOVAtest,
chi-square test
T
he HRM function in organizations has gained increasing strategic emphasis, and
the importance of its alignment HRM and business strategies is well-acknowl-
edged.^ In fact, effective HRM is vital in order to be able to meet the market
demands with well-qualified employees at all times.^
Technology and HRM have a broad range of influences upon each other, and HR
professionals should be able to adopt technologies that allow the reengineering of the
HR function, be prepared to support organizational and work-design changes caused
by technology, and be able to support a proper managerial climate for innovative and
knowledge-based organizarions.^ These technological advances are being driven
primarily by strong demands from human resource professionals for enhancement in
speed, effectiveness, and cost containment."*
Public Personnel Management Volume 39 No. 3 Fall 2010 271
Snell, Stueber, and Lepak^ observe that HRMSs can meet the challenge of
simultaneously becoming more strategic, flexible, cost-efficient, and customer-oriented
by leveraging information technology Many experts forecast that the PC will become
the central tool for all HR professionals.^ Virtual HR is emerging due to the growing
sophistication of IT and increased external structural options.^ IT is beginning to
enable organizations to deliver state-of-the-art HR services, and reduced costs have
enabled companies, regardless of the firm size-to purchase HR technologies.^.
INFORMED CONSENT LETTER Page 1 of 2 SELF CONSENT .docxannettsparrow
INFORMED CONSENT LETTER
Page 1 of 2
SELF CONSENT
I have been invited to take part in a research study titled:
This investigation is spearheaded by Yulak Landa: whose contact information includes:
[email protected] and (305)833-0053
I understand that my participation is voluntary and that I can refuse to participate or stop taking
part any time without giving any reason and without facing any penalty. Additionally, I have the
right to request the return, removal, or destruction of any information relating to me or my
participation.
I am aware that the participation in this research study is on a voluntary basis, and I am free to
object the invitation as well as to withdraw my involvement as I would deem fit without offering any
reason, getting victimized, or facing any legal suit or conviction. It is also my right to ask for the
withdrawal, return, or discarding of any of the information shared or collected following my
participation in the study.
PURPOSE OF STUDY
I understand that the purpose of the study is to:
Determining how efficient are both the respiratory mask as well as standard mask in preventing
healthcare providers from getting exposed to corona virus in the course of their work. Can they all
be relied to offer the same protection?
PROCEDURES
I understand that if I volunteer to take part in this study, I will be asked to:
Declare information related to chronic illness or preexisting conditions as well as my age. I will as
well be required to fully adhere to the recommended hygiene standards as well as to be fully
dressed with protective gears which include the designated face mask, prior to getting exposed to
SARS- COV – 2 viruses. Also, I will have to undertake a 14 day or more in quarantine as well as
undertake the COVID 19 test. I shall also be required to undertake necessary treatments in the event
I am exposed to the virus.
BENEFITS
I understand that the benefits I may gain from participation include:
I will get a chance to enhance the safety of healthcare providers' who continue to dedicate their
efforts to the treatment and care of COVID_19 patients and relies on face masks as one of their PPE.
For Official Use Only
Received on:
Reviewed on:
End date:
File Number:
mailto:[email protected]
INFORMED CONSENT LETTER
Page 2 of 2
I will assist them in understanding if they would still use the standard face masks, taking into
consideration the general shortage of respiratory masks. All the instruments to be used and
expenses incurred will be covered by the researcher together with any counseling and treatments in
case I am exposed to the virus.
RISKS
I understand that the risks, discomforts, or stresses I may face during participation include:
I understand that I may get exposed to the virus, become sick, or even die from the COVID 19
disease. Due to the gravity of the illness, I may also be psychologically affected..
This document outlines the structure for an informative presentation, including an introduction with an attention getter and establishing credibility, a body with three main points and supporting evidence, and a conclusion summarizing the three points. Transitions are used to connect each section. References from credible sources are required to be cited in APA style.
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Informed Consent Form
By the due date assigned, submit the Informed Consent Letter to the
Submissions Area
(please note that this is only an example and no data may be collected).
Informed Consent Letter
Procedure section is clear, described in detail, specific, and all inclusive. Written in lay language (as documented by reading level score). Includes risks and benefits relevant to study. Address assent (if applicable).
Informed Consent Letter Example
IRB Application
.
INFORMATION THAT SHOULD GO INTO PROCESS RECORDING FOR MICRO WORK.docxannettsparrow
INFORMATION THAT SHOULD GO INTO PROCESS RECORDING
FOR MICRO WORK
There are various formats for completing a process recording. The following is an outline that covers the major areas we want included within a process recording. Please utilize the template that follows for completing a process recording with an individual, couple or family client(s).
1. Description/Identifying Information: The social work student’s name, date of the interview and the date of submission to the field instructor should always be included. Identify the client, always remembering to disguise client name to protect confidentiality. Include the number of times this client has been seen (i.e., "Fourth contact with Mrs. S."). On a first contact include name and ages of the client(s) you have written about. If client is seen in location other then the agency say where client was seen.
2. Purpose and Goalfor the Interview. Briefly state the purpose of the interaction and if there are any specific goals to be achieved, the nature of the presenting issues and/or referral.
3. Verbatim Dialogue (in the table below). A word-for-word description of what happened, as well as the student can recall, should be completed. This section does not have to include a full session of dialogue but should include a portion of dialogue. The field instructor and student should discuss what portions should be included in the verbatim dialogue.
4. Assessment of the Patient/Client/Consumer. This requires the student to describe the clients’ verbal and nonverbal reactions throughout the session. Consider everything that is occurring such as body language, facial expression, verbal outburst, etc.
5. The Student's Feelings and Reactions to the Client System and to the Interview (in the table below). This requires the student to put into writing unspoken thoughts and reactions s/he had during the interview e.g. "I was feeling angry at what the client was saying, not sure why I was reacting this way…”. “ I wonder what would happen if I said such-and-such.”
6. Identify Skills and/or Theory/ Conceptual Frameworks used (in the table below). The student should be able to identify what skills they used in an interaction, and/or what theoretical framework came to mind as they dialogued e.g. “I used the strengths perspective “ “I used the skill of partializing”
7. Supervisor/field instructor comments (in the table below) This requires the field instructor to provide review and critique of the student’s dialogue with the client system, skill identification, and interpretation of the client interview.
8. A summary assessment/analysis of the student's impressions. This is a summary of the student's analytical thinking about the entire interview and/or any specific interaction the student is unsure about. Include any client action or non-verbal activity that the student may want to discuss. (See Guided Questions at the end of the template for this section A-M)
9. Future plans. The .
Information Technology Capstone ProjectIn this course, learners .docxannettsparrow
Information Technology Capstone Project
In this course, learners apply knowledge and skills from other courses as they develop a project that benefits an organization, community, or industry. Learners prepare a proposal that includes a project description, deliverables, completion dates, and associated learning. Upon approval from the instructor, learners execute the proposal, record their progress weekly using a project tracking website, and produce a final project report.
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How to Fix the Import Error in the Odoo 17Celine George
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Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
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Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
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Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
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Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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Cultivating Black Lesbian Shamelessness Alice Walkers The C.docx
1. Cultivating Black Lesbian Shamelessness: Alice Walker's "The
Color Purple"
Author(s): Christopher S. Lewis
Source: Rocky Mountain Review, Vol. 66, No. 2 (Fall 2012),
pp. 158-175
Published by: Rocky Mountain Modern Language Association
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Cultivating Black Lesbian Shamelessness: Alice Walker s
The Color Purple
Christopher S. Lewis
Ohio State University
T n her pivotal 1979 essay "Toward a Black Feminist
Criticism," Barbara Smith
JL lamented the lack of black lesbian representation in U.S.
literary criticism.
She explained that "All segments of the literary world - whether
establishment,
progressive, Black, female, or lesbian - do not know, or at least
act as if they do
not know, that Black women writers and Black lesbian writers
exist" (132). The
unprecedented amount of writing by and/or about black lesbians
that emerged
in the 1970s and 1980s made the question and value of black
lesbian writings
existence of fundamental importance to African American
literary studies in
particular. Four seminal black lesbian texts - Alice Walker s
The Color Purple, Audre
3. Lordes Zami : A New Spelling of My Name , Ntozake Shange's
Sassafrass, Cyprusy
& Indigo , and Gloria Naylor s The Women of Brewster Place -
were published in
1982.1 Lesbian-identified writers Ann Allen Shockley, Cheryl
Clarke, Alexis De
Veaux, Jewelle Gomez, Audre Lorde, Pat Parker, and Alice
Walker each began and
developed their careers between 1970 and 1990.
2 Writers like Octavia Butler, Gayl
Jones, Jamaica Kincaid, Toni Morrison, Gloria Naylor, and
Ntozake Shange who
did not openly identify as lesbian or same-sex desiring also
published writing in
the 1970s and 1980s that explicitly represented black lesbian
characters and/or
shared black lesbian writings general interest in women's same-
sex relationships.3
These writers were at odds with major male writers of the 1960s
and 1970s Black
Arts Movement like Amiri Baraka and Eldridge Cleaver because
they critiqued
what E. Patrick Johnson calls "the politics of hegemonic
blackness," an ethic
that defined the Black Arts Movement and conceived of the
"representation of
effeminate homosexuality [within black writing] as
disempowering" because the
vulnerability associated with both femininity and homosexuality
was considered
"ineffectual in the fight against oppression" (51).4 Composed
by black lesbian
writers like Cheryl Clarke, Audre Lorde, Barbara Smith, and
4. Beverly Smith, the
1977 Combahee River Collective Statement explained the case
plainly:
Black feminist politics ... have an obvious connection to
movements for Black
liberation, particularly those of the 1960s and 1970s. Many of
us were active in
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those movements (Civil Rights, Black nationalism, the Black
panthers), and all
of our lives were greatly affected and changed by their
ideologies, their goals, and
the tactics used to achieve their goals. It was our experience and
disillusionment
within these liberation movements, as well as experience on the
periphery of the
white male left, that led to the need to develop a politics that
was anti-racist,
unlike those of white women, and anti-sexist, unlike those of
Black and white
men. (273)
The Combahee River Collective consistently critiqued not only
the racism of
white feminism, but also the politics of black (masculine) pride
that required
5. the supine body of a black woman for its articulation as self-
determined and
invulnerable to white racism. Black lesbian and lesbian-allied
writers of the 1970s
and 1980s insisted on telling stories about black women who
were excluded
from black literary representation under the politics of black
pride; they "looked
behind the veil and explored broken families, domestic
violence, and sexual abuse"
(Wall 797). The politics of hegemonic blackness considered
these experiences
and identities "disempowering" because they have typically
been affiliated with
vulnerability and shame. Black lesbian and lesbian-allied
writers brought attention
to the fact that sexualized shame often dictates what is
representable in African
American literature. Their exploration of what are usually
considered shameful
issues complicated the calls for black pride that defined the
Black Power and Black
Arts Movements.
Together, black lesbian and lesbian-allied writers cultivated
what this article
calls "black lesbian shamelessness," an amended version of the
calls for black
pride that circulated in the Black Power and Black Arts
Movements. Black lesbian
shamelessness is defined by its celebration of the fact that
same-sex relationships
sustain and nurture the lives of countless black women, as well
6. as by its acceptance
of vulnerability and mutual dependence as fundamental
conditions of human
relationships. The ethic of black lesbian shamelessness, as
represented by a number
of black women writers from the 1970s and 1980s, does not
position identities
like "black," "woman," "white," and "man" against one another
in a re-structured
hierarchy, but rather conceives of blackness as an experience
through which the
vulnerable, inter-subjective qualities of gender, racial, and
sexual identification
are clearly seen. In this article, I consider Alice Walker's The
Color Purple and its
particular treatment of black lesbian shamelessness. I focus on
The Color Purple
because its 1983 Pulitzer Prize for Fiction and National Book
Award mark a
significant moment in the history of black lesbian writing. The
novels popularity
and critical acclaim suggested that black female same-sex desire
as an object of
literary representation could be regarded with seriousness and
sensitivity by a
FALL 2012 * ROCKY MOUNTAIN REVIEW * 159
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widespread audience. However, the swift backlash against the
novels use of realism
for its cultivation of lesbian shamelessness also reveals that
genre determines the
spirit in which celebrations of African American sexual
queerness are received.
This article therefore considers Walker s cultivation of black
lesbian shamelessness
as well as its reception.
Articulating Sexuality and Opposing Salvation
The Color Purple ruminates on issues of salvation, shame, and
silence as they
manifest in the lives of early- twentieth-century black women
living in the U.S.
South. The novel represents the pitfalls of the "salvific wish," a
rhetorical gesture
associated with representations of African American women
that, according to
Candice Jenkins, developed in the nineteenth century (125).
Jenkins explains that
the salvific wish "is best understood as an aspiration, most often
but not solely
middle-class and female, to save or rescue the black community
from white racist
accusations of sexual or domestic pathology through the
embrace of conventional
bourgeois propriety" (125). Jenkins points to a history of black
women sacrificing
8. sexual exploration - especially queer sexual exploration - in
order to protect
black communities from accusations of sexual deviance. As
such, sexual propriety
has operated as a shield. Evelynn Hammonds explains that black
women have
consistently "countered negative stereotypes" of black sexuality
through "the
evolution of a culture of dissemblance' and a politics of
silence'" (142), both
of which have required black women to hide, mute, and/or
shield expressions
of (queer) sexuality.5 According to L.H. Stallings, this
"historically politicized
quiet has made it very difficult to fully discuss Black women's
sexual desires" (4).
Because white supremacy regards black women's open
expression or exploration
of (queer) sexuality as an invitation to violation, black women
have frequently felt
the need to sublimate both.
Black lesbian writers of the 1970s and 1980s critiqued the
cultural compulsion
that required black women's sacrifice of (queer) sexual
articulation.6 Audre
Lorde theorized the uselessness of salvation via silence in her
1977 piece, "The
Transformation of Silence into Language and Action." Rather
than hide or
sublimate desires and experiences considered shameful as a
means of shielding
oneself from judgment or violation, Lorde explained that
It is necessary to teach by living and speaking those truths
9. which we believe and
know beyond understanding. Because in this way alone we can
survive... And
it is never without fear - of visibility, of the harsh light of
scrutiny and perhaps
judgment, of pain, of death. But we have lived through all of
those already, in
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silence, except death. And I remind myself all the time now that
if I were to have
been born mute, or had maintained an oath of silence my whole
life long for
safety, I would still have suffered, and I would still die. {Sister
43)
Lorde asks that black lesbians in particular liberate themselves
from the operating
presumption that their silence on issues of same-sex desire can
protect black people
in general from heterosexist and/or racist judgment. Her
suggestion that, had she
been mute, she "would still have suffered" resounds because
(black) women are
violated in patriarchal cultures regardless of their sexual
experience, expression,
clothing, make-up, or any other defining feature of propriety.
10. Walker questions the salvation assumed to be inherent in silence
and
respectability on the first page of The Color Purple , which
begins with a line the
rest of the novel goes on to challenge:
" You better not never tell nobody but God
'
(1). The line is purportedly spoken to Celie by her step-father
Alphonso, who
repeatedly rapes her during her adolescence. While Alphonso
intends to keep
Celie quiet about his sexual abuse, she proceeds to write letters
to God about her
experience and thereby turns Alphonsos threat on its head. As
Martha Cutter
writes, "the rape becomes not an instrument of silencing, but the
catalyst to Celie's
search for voice" (166). Celie's first letter to God describes
Alphonsos abuse in a
disturbing manner: "He never had a kine word to say to me. Just
say You gonna
do what your mammy wouldn't. First he put his thing up gainst
my hip and sort
of wiggle it around. Then he grab hold my titties. Then he push
his thing inside
my pussy. When that hurt, I cry. He start to choke me, saying
You better shut up
and git used to it" (1-2). Celies descriptive narration of
Alphonos assault suggests
11. that sexual articulation can displace imposed silence as a means
of coping with
abuse. Celie is confused over Alphonsos violation, which she
has no reason to
believe she deserved or invited: "I am fourteen years old. I am I
have always been
a good girl. Maybe you can give me a sign letting me know
what is happening to
me" (1). Celie emphasizes her long-standing status as a "good
girl," a condition
determined by her adherence to the salvific wish and the
politics of respectability.
Celie has been led to believe that her "good girl" behavior can
spare her from the
sexual violation of men, as well as spare her entire community
from the racist
violence of white people. Celie's experience confronts the
values of the salvific wish
and the politics of silence by challenging the assumption that
"good girl" behavior
leads to personal safety and that, vice versa, only "bad girl"
behavior leads to
violation. Walker ultimately represents the politics of
respectability as ineffectual
means of confronting violation. Furthermore, she regards the
politics of silence
that dictate the reticence of Celie's community over the history
of racist violence
in the United States as misguided. Celie eventually learns that
her biological
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father was lynched by a white mob threatened by his success in
business. When
Celie's mother continuously grieved the death of her husband,
"[t]he neighbors. . .
shunned her more and more. . . because her attachment to the
past was so pitiful"
(181). Pushed to forget the past and hide its grief from her
daughters, Celie s
mother married Alphonso, who proceeded to masquerade as the
biological father
of Celie and her sister Nettie. In both situations, articulations of
heterosexist and
racist violation were stifled in order to preserve a semblance of
familial sanctity.
Celie's letters about her experiences begin to confront these
silenced realities of
sexuality, sexual violation, and racist violence. But their
confrontation, according
to Wendy Wall, is initially barely audible given that Celie "can
survive these abuses
only by recording them in a diary which acts as her second
memory. She displaces
her voice onto this silent, uncommunicated text" (263).
After marrying and leaving Alphonso's house, Celie continues
to write letters
that silently narrate sexual feelings and experiences, including
her disinterest in
her husband Albert as a dominative sexual and domestic partner.
Upon meeting
13. her lover Shug, Celie is introduced to masturbation, same-sex
relationships, and
letters from Nettie that Albert hid. Celie begins writing to
Nettie, now in Africa,
rather than to God; Walker thus represents black women's open
expression of
sexuality with one another as an alternative to the isolation of
writing only to
God. Furthermore, Walker represents black women's sexual
relationships with and
tutelage of one another as an alternative to being subjected to
masculinist and
dominative ideas of sex. Celie's same-sex experiences begin to
soothe the (sexist)
wounds inflicted by Alphonso and Albert.7 Celie details her
intimacy with herself
and with Shug as follows: "I lie back on the bed and haul up my
dress. Yank down
my bloomers. Stick the looking glass tween my legs. Ugh. All
that hair. Then my
pussy lips be black. Then inside look like a wet rose. [...] It a
lot prettier than
you thought, ain't it? [Shug] say from the door" (82). With the
aid of Shug, Celie
complicates the power dynamics of looking within The Color
Purple : no longer an
object for Alphonso's and Albert's sole viewing and sexual use,
Celie, with Shug as
the director, becomes inquisitive about her body and sexual
pleasure:
14. . . .Where the button?
Right up near the top, she say. The part that stick out a little.
I look at her and touch it with my finger. A little shiver go
through me. Nothing
much. But just enough to tell me this the right button to mash.
(82)
Celie's articulation of sexual pleasure is also the articulation of
her very body and
presence. Walker positions Celie's woman-directed masturbation
and vulnerability
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as the means through which her burgeoning self-awareness and
self-love are
experienced. This vision of selfhood and self-love is very
different from the calls to
pride heard in the Black Arts Movement, when black selfhood
and self-love were
said to be experienced through men's use of "prone" women's
bodies.8 Indeed,
masculinist intervention turns the scene of Celie's sexual self-
15. exploration from
one of consensual black female sexual companionship to one of
female sexual
deviance, as it ends when Albert and his son intrude on Celie
and Shug: "Albert
and Harpo coming, [Shug] say. And I yank up my drawers and
yank down my
dress. I feel like us been doing something wrong" (82).
Together, Celie and Shug demonstrate a model of sexual
vulnerability
and mutual dependence that has them working together
consensually toward
self-love rather than relating hierarchically - an interaction
different from Albert s
masculinist relationship with Celie. When Celie decides to
travel to Memphis
with Shug, Albert responds to Celie's departure by degrading
her:
You'll be back, he say. Nothing up North for nobody like you.
Shug got talent, he
say. She can sing. She got spunk, he say. She can talk to
anybody. Shug got looks,
he say. She can stand up and be notice. But what you got? You
ugly. You skinny.
You shape funny. You too scared to open your mouth to people.
All you fit to do
in Memphis is be Shug's maid. Take out her slop-jar and maybe
cook her food.
(212)
Albert chides Celie as different from Shug, who can "talk to
anybody." Albert's
words show that Celie's silence has not shielded her from insult
and accusation, as
16. he nevertheless degrades her appearance.9 Celie responds with a
curse: "I curse you.
[. . .] Until you do right by me, everything you touch will
crumble. [. . .] Until you
do right by me, everything you even dream about will fail"
(213). Celie explains
that the origin of her curse and newly-vocalized self-
articulation is beyond her
individual body: "I give it to him straight, just like it come to
me. And it seem to
come to me from the trees" (213). This particular speech act of
Celie's affirms her
existence and experience to Albert in a way her silent letters did
not.10 According to
Judith Butler, "In order to attribute accountability to a subject,
an origin of action
in that subject is Actively secured. . . . The question, then , of
who is accountable for a
given injury precedes and initiates the subject , and the subject
itself is formed through
being nominated to inhabit that grammatical and juridical site
'
(45-46, emphasis
hers). When Celie curses Albert, Albert initially receives the
curse as if Celie alone
is its "origin of action," or author. Thus, he reacts mockingly:
"He laugh. Who you
think you is? he say. You can't curse nobody. Look at you. You
black, you pore, you
ugly, you a woman. Goddam, he say, you nothing at all" (213).
To Albert, Celie is
17. "nothing at all" because of her blackness, poverty, ugliness, and
womanhood, but
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the curse itself attests to Celie s presence, allows her to speak
her experiences and
feelings, "precedes and initiates" her. Celie performs what
Butler calls the "making
[of] linguistic community with a history of speakers" (52).
According to Thomas
M. Marvin, Celie responds to Albert "like a conjure woman"
(412) and links
herself to a host of African diasporic religious practices and
practitioners. Indeed,
Celie makes Albert aware of this fact when she tells him, "You
better stop talking
because all I'm telling you ain't coming just from me" (213).
Citing and inhabiting
a history of African diasporic religious practice, Celie
intimidates Albert into
backing down. Before hearing her curse, Albert mistakenly
believed Celie to be a
non-speaking non-subject. When Celie asserts a place for
herself within African
18. diasporic religious practice that is recognizable to Albert, she
affirms her existence
to him, as well as their shared inter-subjective experience.11
Celie re-imagines the four categories in which Albert places her
when she
responds to his insults with a final declaration: "I'm pore, I'm
black, I may be
ugly and can't cook, a voice say to everything listening. But I'm
here" (214).
She shamelessly embraces the terms Albert intended as insults.
Following her
earlier work to turn Alphonso's compulsion to silence upside
down by writing
to God, Celie again finds a means of articulating her
experiences in the face of
extreme degradation. Thadious M. Davis finds that Celie's
embrace of Albert's
insults
echo [the words] of Langston Hughes's folk philosopher, Jesse
B. Semple (Simple):
"I'm still here... I've been underfed, underpaid... I've been
abused, confused,
misused. . . I done had everything from flat feet to flat head. . .
but I am still here. . .
I'm still here." Celie's verbal connection to Hughes's black
everyman and the black
oral tradition extends her affirmation of self, so that it becomes
racial, as well as
personal. (119)
Walker connects Celie and her cultivation of black
shamelessness not only to the
history of African diasporic religious practice, but also to
19. Hughes and the work of
an earlier black queer writer. In doing so, Walker positions the
black shamelessness
articulated by Celie as a particularly black queer survival
mechanism. Darieck
Scott postulates that countless African Americans have utilized
this queer survival
strategy from the antebellum era to the present and wonders, "If
we are racialized
(in part) through domination and abjection and humiliation, is
there anything
of value to be learned from the experience of being defeated,
humiliated, and
abjected?" (6). Speaking from an abject and violated position
rather than a
defensive and posturing one, Celie models the politics of black
shamelessness by
embracing and valuing a social experience regarded by most
facets of society as
worthless. Walker thus posits the embrace of queer vulnerability
as a critical lesson
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about black lesbian identification, as well as black
identification in general. Scott
20. explains that
the abjection in/of blackness endows its inheritors with a form
of counterintuitive
power - indeed, what we can think of as black power. This
power (which is also
a way of speaking of freedom) is found at the point of the
apparent erasure of
ego-protections, at the point at which the constellation of tropes
that we call
identity , body, race , nation seem to reveal themselves as
utterly penetrated and
compromised, without defensible boundary. (9)
Regarding the vulnerability of abjection as a source of
knowledge and power, Walker
upsets hierarchizing tendencies that conceive of resoluteness
and its attendant
feeling of pride as uniquely powerful and valuable. Her work
re-conceptualizes
experience with and acknowledgement of violation and
vulnerability as a source
of power and strength rather than shame within black
communities.
Celie concludes her interaction with Albert by telling him,
"Anything you
do to me, already done to you" (214). Celie suggests that she
and Albert have a
shared bodily experience. If he should hit Celie again, Albert
will only hit himself.
After Albert's work to differentiate Celie from himself - and to
differentiate Celie
from Shug - by calling her "pore," "ugly," and "a woman," Celie
21. unites them all
by gesturing to their shared historical circumstances of
violation and abjection
and encourages Albert in particular to value vulnerability. L.H.
Stallings explains
that "[r]eal resistance to stereotypes [sh]ould entail more than
simply reversing
the binary logic of stereotypes about Black women's sexuality;
it would mean
destroying systems of gender and sexuality that make the
stereotypes possible.
Such action would aid in the initial construction of radical
Black female sexual
subjectivities" (2-3). The Color Purple reveals that "such
action" requires the
breakdown of individual egos postured against one another.
According to Rachel
Lister, "Walker, through her elaboration of Celie's narrative,
rejects the traditionally
masculine emphasis on self-containment and strong ego
boundaries and presents
fragmentation as a form of empowerment" (65).
12 This mode of "empowerment"
is quite different from those contained within the politics of
pride, the politics of
silence, and the salvific wish, given that it advocates shields
and "ego boundaries"
be dropped and vulnerability embraced.
Receiving The Color Purple and Black Lesbian Shamelessness
The Color Purples cultivation of black lesbian shamelessness
22. received a
complicated mix of reviews throughout the 1980s. On the one
hand, many critics
celebrated the novel's realist use of African American
Vernacular English (AAVE)
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for the majority of its narration. Mel Watkins heralded the
"authenticity of its
folk voice" (9) and Trudier Harris, who otherwise disapproved
of the novel, wrote
that its "folk speech ... is absolutely wonderful" (156). Henry
Louis Gates, Jr.
championed The Color Purple for revealing that "one can write
an entire novel
in dialect" (251), which in turn affirmed that AAVE itself was a
"storehouse
of [linguistic] figures" (251) rather than an unsophisticated or
simplistic sub-
language. However, on the other hand, many critics either
ignored the ethic of
black lesbian shamelessness that Walker s celebrated version of
AAVE narrated or
regarded black lesbian shamelessness and AAVE as
incompatible given the latter s
23. longstanding association with black literary realism.13 Mixed
reception of the
novels black lesbian content was thus entangled with the issue
of genre and with
literary realism in particular.
According to Gene Andrew Jarrett, "racial realism," an artistic
mode that
"supposedly portray [s] the black race in accurate or truthful
ways" (1), is an
expectation of black-authored writing frequently endorsed and
regulated by both
(often white) publishers and black writers alike, including
"William Howells in
the 1890s, Alain Locke in the 1920s, Richard Wright in the
1930s and 1940s,
and Amiri Baraka in the 1960s and 1970s" (1). This expectation
is informed by
the assumption that black writing is, to use Toni Morrisons
phrase, "rich ore"
(2303), or a source of unmediated, even unsophisticated,
information about
blackness. Historically, many black writers strategically used
this expectation and
assumption of realism to represent African Americans in ways
capable of leveling
damage to prevailing discourses of racism and white supremacy,
discourses which
operate by presuming to know completely what blackness is.
Recognizing realism
as the privileged arena of black artistic expression, black
24. writers have frequently
endorsed sexual normativity within it in order to combat racist
discourse of black
sexual depravity. Pointing out the exclusionary politics of such
a schema, Dwight
McBride writes, "There are many visions and versions of the
black community
that get posited in scholarly discourse, popular cultural forms,
and in political
discourse. Rarely do any of these visions include lesbians and
gay men, except
perhaps as an afterthought" (207).
The expectation that black writers compose in realist forms has
historically
coalesced into an expectation that black writers compose at
least partially in
AAVE, which over time became nearly synonymous with black
literary realism. In
his preface to The Book of American Negro Poetry (1921),
James Weldon Johnson
remembered Paul Laurence Dunbar, the leading black poet of
the late 1800s,
remarking to him, "I've got to write dialect poetry; it s the only
way I can get them
to listen to me" (899). Dunbar recognized his (largely white)
audiences appetite
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25. for AAVE and satiated it strategically in order to build an
audience with whom he
could then share images of dignified and respectable African
Americans - images
to counter stereotypes of sexual depravity and backwardness
associated with both
blackness in general and AAVE specifically.
Writing nearly a century after Dunbar, and working in
opposition to his normative
goals, Walker, like Zora Neale Huston before her with Their
Eyes Were Watching
God (1937), challenged assumptions of AAVE s artfulness and
sophistication while
simultaneously questioning anti-queer visions of successful
sexual practice contained
in the politics of black pride. Like Dunbar, Walker was
conscious of audience when
she chose to compose in AAVE. Describing her mother s
interaction with The Color
Purple , Walker writes, "She had not read The Color Purple
before her stroke, beyond
the first few pages, though it was deliberately written in a way
that would not
intimidate her, and other readers like her, with only a grade
school education and a
lifetime of reading the Bible, newspapers and magazine articles"
( Same 24). Written
to be accessible to readers like her mother rather than white
readers, The Color Purples
strategic fulfillment of the linguistic conventions of black
literary realism nevertheless
26. queers for both groups the normative portrait of African
Americans traditionally
found therein, as well as the more radical, nevertheless
misogynistic, portrait of black
self-love endorsed by the politics of black pride. In other words,
the framing of black
lesbian shamelessness as a realist and realistic narrative, along
with the narrating of
black lesbian shamelessness in AAVE, expands the privileged
arena of black literary
realism to account for a happy, successful black lesbian.14
Furthermore, this queering
of black literary realism challenges predominant masculinist
assumptions of what
makes black life valuable and viable.
Candice Jenkins argues that, in opposition to the politics of
black respectability
and pride, The Color Purple queers the "ahistorical fantasies of
black patriarchy
(erected, perhaps, as a defensive response to [what Hortense
Spillers calls]
fatherlack), of which the black community harbors many" (94).
The Color Purples
queerness lies partly in the fact that it "contains a possibility far
more bewildering
than the father's absence: a father [Albert] who is present , but
nonetheless no
longer dominant or even interested in domination" (94). By the
end of the novel,
Albert and Celie have become friends rather than volatile
husband and abused
wife. The failed patriarch becomes the symbol of successful,
feminist heterosexual
27. masculinity and the shameless black same-sex desiring woman
becomes emblematic
of successful black female sexual articulation. Such an outcome
sparked critical
concern because so-called black sexual depravity is often used
as the rationale for
white supremacy in the United States. Trudier Harris wrote in
her 1984 review
that The Color Purple
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simply add [s] freshness to many of the ideas circulating in the
popular culture
and captured in racist literature that suggested that black people
have no morality
when it comes to sexuality, that the black family structure is
weak if existent at
all... The novel gives validity to all the white racists notions of
pathology in
black communities... Black males and females form units
without the benefit of
marriage, or they easily dissolve marriages in order to form less
structured, more
promiscuous relationships. (157)
Harris found that the novels cultivation of black lesbian
shamelessness validated
28. white racist discourse of black sexual impropriety and deviance.
The Color Purple
came to represent the entire discourse of black sexual and
domestic pathology in
its representations of homosexuality and sexual assault. Harris's
concern over the
lack of monogamous marriages represented in the novel betrays
an interest in the
promotion and circulation of heteronormative propriety and
kinship exclusively.
Additional critiques that took umbrage with Walkers cultivation
of black lesbian
shamelessness in a realist form reveal black literary realism's
heteronormative
politics. Albert's willingness to link himself with Celie by the
end of the novel
and relinquish his imagined status as an inviolate man was seen
as particularly
odd to Dinitia Smith, who wrote, "The men in this book change
only when their
women join together and rebel - and then, the change is so
complete as to be
unrealistic. It was hard for me to believe that a person as
violent, brooding and
just plain nasty as [Albert] could ever become that sweet, quiet
man smoking and
chatting on the porch" (19). On the shamelessly queer
sensibility of the novel,
Steven C. Weisenburger wrote that, "as The Color Purple neared
its close, the
author's felt needs - to win her reader's complicity with, and
29. good opinion of her,
consciousness-raising work - had overridden the intradiegetic
requirements for
mimetic verisimilitude" and that "Walker's womanist' errand
had taken priority
over the elements of narrative art" (265). Weisenburger
critiqued Walker for
stretching the conventions of literary realism in order to
accomplish a political
goal he regarded as tangential to artistic concerns. Harris's
review made a similar
point about Celie s shamelessness and Albert s transformation:
"I am not opposed
to triumph, but I do have objections to the unrealistic
presentation of the path,
the process that leads to such a triumph, especially when it is
used to create a new
archetype or to resurrect old myths about black women" (156,
emphasis hers). At
the heart of these critiques is the sense that black lesbian
shamelessness is neither
a viable path to triumph nor a realistic sensibility for black
women's lives. The
critiques take issue with Walker's combination of black lesbian
shamelessness and
black literary realism - two tracts which, according to the
rhetoric of the salvific
wish, the politics of silence, and the politics of black pride,
should not meet.15
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The Color Purples 1980s reception reveals how truly novel
Barbara Smiths
1979 proclamation of black lesbian existence was. A great
number of readers
harbored normative aspirations for black communities that
sought the elimination
of black lesbianism by suggesting that, for African Americans,
lesbianism (and
shamelessness regarding it) was simply impossible.
Furthermore, the backlash
against The Color Purple reveals not only the normative politics
of black literary
realism, but also the normative politics that presume the
viability of particular
black lives. Judith Butler explains that "[w]hen we ask what
makes a life livable,
we are asking about certain normative conditions that must be
fulfilled for life to
become life" (UndoingllG) . The Color Purple works to assert
the viability of black
lesbianism in the face of its associations with silence and social
death. In effect, the
novel also questions what Cheryl Clarke calls "the boundaries
of blackness" and,
specifically, how blackness as racial identification should
operate. Clarke writes
that the "prescriptions of the Black Arts Movement era were
31. imposed upon recent
converts to blackness, much like the codes of 'black
respectability' were impressed
upon recent migrants from the South at the turn of the twentieth
century. The
rhetoric of the black nationalist intelligentsia . . . sharply
policed the 'boundaries of
blackness' to its margins" (14) in an attempt at invulnerability.
These boundaries
were heavily patrolled not only to keep black queer expressions
out, but also to
regard the vulnerability endemic to queer social positions as
incompatible with a
newly self-determined, inviolate conception of blackness.
Walker's insistence on
the value of an abject positionality, however, suggests that
vulnerability need not
be disavowed for black lives to be valuable, or for that matter
powerful.
My reading of The Color Purple s 1980s reception finds that
black literary realism
is critical terrain for exploring viable approaches and responses
to the legacies and
realities of racism and white supremacy in the United States.
Thus black literary
realism is one place to examine black vulnerability and, in the
words of Judith
Butler, "how a collective deals with its vulnerability to
violence" ( Undoing 231).
Butler identifies two familiar possibilities before exploring
another, alternative
response to vulnerability:
32. There is the possibility of appearing impermeable, of
repudiating vulnerability
itself. There is the possibility of becoming violent. But perhaps
there is some other
way to live in such a way that one is neither fearing death,
becoming socially dead
from fear of being killed, or becoming violent, and killing
others, or subjecting
them to live a life of social death predicated upon the fear of
literal death. Perhaps
this other way to live requires a world in which collective
means are found to
protect bodily vulnerability without precisely eradicating it.
(231)
16
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Walker offers black lesbian shamelessness as this "other way to
live" by regarding
inter-subjective vulnerability as a sustainable experience.
Articulation of violation
can lead to an awareness of individuals' indebtedness to one
another for their
identities and thus become a fundamental ethic of human care.
Rather than
33. regard vulnerability and social abjection as invitations to
violation that must
be foreclosed and disavowed, Walkers black queer realism
conceives of social
abjection as a source of sustenance that speaks to individuals'
need to preserve one
another's vulnerability. Central to this black queer realism is the
black lesbian who
shamelessly articulates her sexual experiences, violations, and
desires and who,
subsequently, links these experiences to broader histories of
black violation and
desire.
NOTES
1 See Barbara Christian's "No More Buried Lives" for a
consideration of their
simultaneous emergence.
2 Shockley's Loving Her (1974) is one of the first novels to
feature a black lesbian main
character. Clarke's Narratives: Poems in the Tradition of Black
Women (1983) was her first
poetry collection. De Veaux's Spirits in the Street (1973) is a
fictionalized memoir of her life.
Additionally, her Don't Explain (1980) is a biography of Billie
Holiday written as a prose
poem. Gomez published her first two poetry collections, The
Lipstick Papers (1980) and
Flamingoes and Bears (1986) during this time. Pat Parker
published four poetry collections
throughout the 1970s, culminating in Movement in Black : The
Collected Poetry (1978).
34. Audre Lorde published seven volumes of poetry during this time
period, beginning with The
First Cities (1968) and including Coal (1976). Alice Walker
published her first collection of
poetry, Once (1968), her first novel, The Third Life of Grange
Copeland (1970), and her first
short story collection, In Love and Trouble (1973), during this
time. While Walker identified
herself as bisexual at various points in the 1990s and early
2000s, she did not make public
proclamations about her same-sex desires during this time
period. Nevertheless, rumors of
her sexuality swirled around the time of The Color Purple's
publication (Jenkins 224).
3 In addition to Naylor's The Women of Brewster Place and
Shange's Sassafrass, Cyprus
& Indigo , see Butler's Xenogenesis trilogy (1987-1989), Jones's
Corregidora (1975),
Kincaid's Annie John (1985), and Morrison's Sula (1973).
4 See also Wahneema Lubiano's "Black Nationalism and Black
Common Sense," in which
she writes that black nationalism's "most hegemonic
appearances and manifestations have
been masculinist and homophobic" (232). Furthermore, she says
that "Black nationalism is
a constantly reinvented and reinventing discourse that generally
opposes the Eurocentrism
of the U.S. state, but neither historically nor contemporaneously
depends upon a consistent
or complete opposition to Eurocentrism. . . [0]ne consistent
black feminist critique of black
nationalist ideology is that it insufficiently breaks with
patriarchal modes of economic,
political, cultural (especially familial), and social circulations
35. of power that mimic Euro-
American modes" (233).
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5 Evelyn Brooks Higginbotham first pointed to "the politics of
silence" in "African-
American Women's History and the Metalanguage or Race" as
"a political strategy by black
women reformers who hoped by their silence and by the
promotion of proper Victorian morality
to demonstrate the lie of the image of the sexually immoral
black woman" (Hammonds 143).
In "Rape and the Inner Lives of Black Women in the Middle
West," Darlene Clark Hine says
the "culture of dissemblance" developed as "the behavior and
attitudes of Black women that
created the appearance of openness and disclosure but actually
shielded the truth of their inner
lives and selves from their oppressors" (Hine qtd. in Hammonds
143).
6 Hammonds advocates that black women cultivate a politics of
sexual articulation in order
to "overturn... the 'politics of silence'" (152). The politics of
sexual articulation, she says,
should "build on the interrogation of what makes it possible for
black women to speak and
act" (152). In this article, I share Hammonds 's concern about
36. the means through which black
women's sexual experiences can be articulated, especially when
it comes to literary form.
7 Some critics have found that these wounds of sexism are also
represented as wounds
of racism. Maroula Joannou writes, "Because the context of
slavery is invoked through
the particulars of Celie 's situation, her experiences bring to
mind collective rather than
individual memories and histories" (176). Still others have
argued that Walker does not
adequately contextualize the sexist acts of Alphonso and Albert
in the context of U.S.
racism. Elliot Butler- Evans writes that the novel accomplishes
the "displacement of broad
issues of Afro- American history by a specific feminist
ideology" (12). Lauren Berlant argues
that the stories of other characters - Sofia and Squeak/Mary
Agnes - are more thoroughly
contextualized in the context of dual racism and sexism
experienced by black women
(219). Additionally, my argument that Celie's sexual exploration
with Shug helps to heal
the wounds caused by Albert and Alphonso 's violations is in no
way meant to suggest that
Walker represents same-sex desire as universally the result of
failed relationships with men,
as Ishmael Reed wrote in "Steven Spielberg Plays Howard
Beach," his critique of the movie
version of The Color Purple.
8 Stokeley Carmichael said in an unofficial 1964 statement that
the only position for
women in the Student Nonviolent Coordinating Committee was
"prone."
37. 9 The fact that Albert calls Celie "ugly" in order to stifle her
ambitious plan to travel
to Memphis recalls a relationship between ugliness and
intelligence/ambition explored in
the Combahee River Collective Statement, which says, "No one
before has ever examined
the multilayered texture of black women's lives. An example of
this kind of revelation/
conceptualization occurred at a meeting as we discussed the
ways in which our early
intellectual interests had been attacked by our peers,
particularly Black males. We discovered
that all of us, because we were 'smart' had also been considered
'ugly,' i.e., 'smart-ugly.'
'Smart-ugly' crystallized the way in which most of us had been
forced to develop our
intellects at great cost to our 'social' lives" (276). Thus "ugly" is
in close association with
"smart" and "ambitious" for black women in particular because
black female intelligence
and ambition apparently play no valuable role in normative
"'social' lives."
10 Many critics have made this point about the privileging of
orality in The Color Purple ,
including Henry Louis Gates, Jr. in his chapter on The Color
Purple from The Signifying
Monkey and Thomas F. Marvin in "'Preachin' the Blues.'" bell
hooks makes a similar point
in "Reading and Resistance."
11 I import the terms "inter- subjective" and "inter-
subjectivity" from Houston Baker's
Blues, Ideology, and Afro-American Literature , wherein he
conceives of the blues as both a
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musical form and a cultural experience that "offer a
phylogenetic recapitulation - a nonlinear,
freely associative, nonsequential meditation - of species
experience. What emerges [through
blues performance] is not a filled subject, but an anonymous
(nameless) voice issuing from
the black (w)hole... Its [anonymity] is an invitation to
energizing intersubjectivity. Its
implied (injunction reads: here is my body meant for (a
phylogenetically conceived) you"
(5). Baker's theorizing of subjectivity in a black cultural context
emphasizes the importance
of vulnerability and willingness to not only relate to other
people, but to become part of
them, and vice versa.
12 Furthermore, Shanyn Fiske explains in "Piecing the
Patchwork Self' that this ethic
of inter-subjectivity is actually reflected in The Color Purple's
broad form: "The novel's
inclusion of so many individual stories makes it difficult to tell
whether these narratives are
enclosed within Celie's account of her life or whether Celie's
story is part of a larger whole.
This formal destabilization of a dominant narrative emphasizes
that an individual cannot be
39. considered apart from the matrix of his or her relationships"
(150-151).
13 See Barbara Smith's "Sexual Oppression Unmasked" for an
explanation of the fact
that, while many readers celebrated The Color Purple's
language, most chose to overlook
its lesbian storyline.
14 The shamelessness of Walker's characters is especially
important here. Nella Larsen's
novel Passing (1929) is an example of a significantly earlier
realist representation of black
female same-sex desire that regards one black woman's desire
for another as threatening
and antithetical to black social success rather than a
foundational and central experience of
black women's self-love.
15 A number of critics have tried to redeem The Color Purple be
reading it not as a
realist narrative, but as a romance, fairy tale, and/or folk tale.
See Molly Hite, "Romance,
Marginality, and Matrilineage," Diane Gabrielsen Scholl 's
"With Ears to Hear and Eyes to
See," and Margaret Walsh's "The Enchanted World of The Color
Purple ." However, even
these more sympathetic critics end up implying that black
lesbian shamelessness is not a
viable means of experiencing life by relegating it to the realm
of romance, fairy tale, and
folk tale.
16 While Butler does not specifically address an African
American context here, her
words recall the African Americanist work of Orlando
40. Patterson's Slavery and Social Death ,
as well as Toni Morrison's thoughts on black women's self-
fashioning in Sula , wherein Sula
and Nel realize that they are "neither white nor male" and so
"set about creating something
else to be" (52).
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Contentsp. 158p. 159p. 160p. 161p. 162p. 163p. 164p. 165p.
166p. 167p. 168p. 169p. 170p. 171p. 172p. 173p. 174p.
175Issue Table of ContentsRocky Mountain Review, Vol. 66,
No. 2 (Fall 2012), pp. 135-220Front MatterTransgenre and
Reality Drama in the Works of Mimi Barthélémy [pp. 143-
157]Cultivating Black Lesbian Shamelessness: Alice Walker's
"The Color Purple" [pp. 158-175]The Dream Abides: "The Big
Lebowski," Film Noir, and the American Dream [pp. 176-
193]FORUMHybrids, Multi-modalities and Engaged Learners:
A Composition Program for the Twenty-First Century [pp. 194-
211]REVIEWSReview: untitled [pp. 212-213]Review: untitled
[pp. 214-215]CONTRIBUTORS [pp. 219-220]Back Matter
47. Several of the articles from the collection Social Issues in Alice
Walker’s The Color Purple discuss how Alice Walker’s novel
was controversial, yet also popular and widely acclaimed. Why
do you think that Walker’s novel might evoke both sets of
responses? Provide any examples that you feel illustrate your
point. Provide references to any of this week’s readings that
you feel are relevant to this discussion