Jisoo Choi's Interrogating White Nostalgia: Reflections on Minor Feelings by Cathy Park Hong comprises part of The 1701 Project, a venture led by The Yale Historical Review.
The document summarizes key aspects of the Harlem Renaissance period between World War I and the Great Depression when black artists and writers flourished in the United States. It discusses how Harlem became the epicenter of black culture during this time due to the large population of African Americans that migrated north from the rural south. The document also provides context about the emergence of black intellectualism and increased cultural activity during this period, as well as how white patronage supported black writers and artists until the onset of the Great Depression in the early 1930s. Major figures of the Harlem Renaissance like Langston Hughes and Zora Neale Hurston are also introduced.
This document summarizes the agenda and topics discussed in Class #3 of ELIT 48C. The class covered manifestos by Ezra Pound, Willa Cather, William Carlos Williams, and Langston Hughes. It also provided historical context about the post-WWI period in America and discussed F. Scott Fitzgerald's The Great Gatsby, analyzing characters like Daisy, Tom, and Jordan Baker. Students were asked questions about the authors' ideas and how Fitzgerald used characters to portray 1920s society. Homework included reading about critical theory and new criticism and posting questions about new criticism.
Langston Hughes and 'A Dream Deferred 'Jaweria Akram
This document provides a detailed biography of Langston Hughes, an influential African American poet of the Harlem Renaissance. It discusses his upbringing, education, early publications, and career as a writer. It examines several of his most famous poems, including "The Negro Speaks of Rivers" and "A Dream Deferred". The poem "A Dream Deferred" is analyzed in depth, with explanations of the metaphors and imagery used to illustrate what happens when dreams are left unfulfilled. Hughes's work gave voice to the experiences of black Americans and helped establish him as an iconic figure of the Harlem Renaissance movement.
This document provides an agenda and discussion questions for a literature class focusing on Ralph Ellison's novel Invisible Man. The agenda includes a discussion of the prologue and first chapter "Battle Royal", as well as an introduction to Beat generation authors like Allen Ginsberg. Discussion questions analyze themes in "Battle Royal" like the emasculation of black men and the true nature of the narrator's reward. The document also covers Ginsberg's poem "Howl", noting its themes of defending eccentric behavior and celebrating individualism, as well as its postmodern stylistic elements like fragmentation of self and pastiche.
This article analyzes Baz Luhrmann's 2013 film adaptation of The Great Gatsby and argues that the novel and film resonate strongly in the present due to their exploration of identity, particularly the intersection of class, race, and power. The 1920s saw increased anxieties about national identity and the codification of racial hierarchies into law. However, the article asserts that The Great Gatsby offers an intersectional critique of white supremacy and the myths of whiteness. Recent scholarship has also examined the novel's treatment of race, making it highly relevant to ongoing discussions around identity politics.
I do not have enough context to fully answer those questions. My role is to summarize documents, not engage in philosophical or theoretical discussion. Please provide a specific document for me to summarize if you would like a response from me.
This document contains a weekly schedule for an American Literature class from 1914-1945. It lists the in-class activities and homework assignments for each week. The in-class activities include lectures on literary works and theories, discussions of questions posted by students, and introductions to new authors. The assigned readings include works by Fitzgerald, Glaspell, Cather, Pound, Williams, Stevens, Loy, and Faulkner. Students are required to post discussion questions on the readings and respond to prompts analyzing symbols, characters, and the works' connections to literary theories and modernist manifestos.
Elit 48 c class 13 enormous vs enormity exam 1kimpalmore
The document discusses the difference between the words "enormity" and "enormous". It notes that "enormity" refers to outrageous wickedness or evil, while "enormous" refers to great size or immensity. Style guides advise using "enormity" only to refer to wickedness and not size, and to differentiate it from "enormous" which refers to hugeness. The document also provides an excerpt about the importance of ordering words well in both prose and poetry. It concludes with announcing the topic for the first essay assignment and providing potential essay prompts to choose from.
The document summarizes key aspects of the Harlem Renaissance period between World War I and the Great Depression when black artists and writers flourished in the United States. It discusses how Harlem became the epicenter of black culture during this time due to the large population of African Americans that migrated north from the rural south. The document also provides context about the emergence of black intellectualism and increased cultural activity during this period, as well as how white patronage supported black writers and artists until the onset of the Great Depression in the early 1930s. Major figures of the Harlem Renaissance like Langston Hughes and Zora Neale Hurston are also introduced.
This document summarizes the agenda and topics discussed in Class #3 of ELIT 48C. The class covered manifestos by Ezra Pound, Willa Cather, William Carlos Williams, and Langston Hughes. It also provided historical context about the post-WWI period in America and discussed F. Scott Fitzgerald's The Great Gatsby, analyzing characters like Daisy, Tom, and Jordan Baker. Students were asked questions about the authors' ideas and how Fitzgerald used characters to portray 1920s society. Homework included reading about critical theory and new criticism and posting questions about new criticism.
Langston Hughes and 'A Dream Deferred 'Jaweria Akram
This document provides a detailed biography of Langston Hughes, an influential African American poet of the Harlem Renaissance. It discusses his upbringing, education, early publications, and career as a writer. It examines several of his most famous poems, including "The Negro Speaks of Rivers" and "A Dream Deferred". The poem "A Dream Deferred" is analyzed in depth, with explanations of the metaphors and imagery used to illustrate what happens when dreams are left unfulfilled. Hughes's work gave voice to the experiences of black Americans and helped establish him as an iconic figure of the Harlem Renaissance movement.
This document provides an agenda and discussion questions for a literature class focusing on Ralph Ellison's novel Invisible Man. The agenda includes a discussion of the prologue and first chapter "Battle Royal", as well as an introduction to Beat generation authors like Allen Ginsberg. Discussion questions analyze themes in "Battle Royal" like the emasculation of black men and the true nature of the narrator's reward. The document also covers Ginsberg's poem "Howl", noting its themes of defending eccentric behavior and celebrating individualism, as well as its postmodern stylistic elements like fragmentation of self and pastiche.
This article analyzes Baz Luhrmann's 2013 film adaptation of The Great Gatsby and argues that the novel and film resonate strongly in the present due to their exploration of identity, particularly the intersection of class, race, and power. The 1920s saw increased anxieties about national identity and the codification of racial hierarchies into law. However, the article asserts that The Great Gatsby offers an intersectional critique of white supremacy and the myths of whiteness. Recent scholarship has also examined the novel's treatment of race, making it highly relevant to ongoing discussions around identity politics.
I do not have enough context to fully answer those questions. My role is to summarize documents, not engage in philosophical or theoretical discussion. Please provide a specific document for me to summarize if you would like a response from me.
This document contains a weekly schedule for an American Literature class from 1914-1945. It lists the in-class activities and homework assignments for each week. The in-class activities include lectures on literary works and theories, discussions of questions posted by students, and introductions to new authors. The assigned readings include works by Fitzgerald, Glaspell, Cather, Pound, Williams, Stevens, Loy, and Faulkner. Students are required to post discussion questions on the readings and respond to prompts analyzing symbols, characters, and the works' connections to literary theories and modernist manifestos.
Elit 48 c class 13 enormous vs enormity exam 1kimpalmore
The document discusses the difference between the words "enormity" and "enormous". It notes that "enormity" refers to outrageous wickedness or evil, while "enormous" refers to great size or immensity. Style guides advise using "enormity" only to refer to wickedness and not size, and to differentiate it from "enormous" which refers to hugeness. The document also provides an excerpt about the importance of ordering words well in both prose and poetry. It concludes with announcing the topic for the first essay assignment and providing potential essay prompts to choose from.
The document provides an overview of a class discussion on the novel The Road by Cormac McCarthy. It includes definitions of key terms from the novel like "the apocalypse" and "themes." It also presents discussion questions about the novel related to concepts like trust, innocence, and symbols. The document outlines the class agenda, including a discussion of The Road, student self-assessment of their blog posts on the novel, and preparation for the final exam by revising their first essay and completing their second essay.
Elit 48 c class 11 post qhq stationary vs stationeryjordanlachance
This document provides information about a class discussing stationary vs. stationery, Imagist poetry, and various American poets. It begins with defining stationary and stationery, then outlines the class agenda which includes discussing the Imagist poems "In a Station of the Metro" by Ezra Pound, "The Red Wheelbarrow" by William Carlos Williams, and "To Elsie" by William Carlos Williams. It also introduces Imagism as a movement and its key American figures like Pound, H.D., Amy Lowell, John Gould Fletcher and William Carlos Williams. The document lectures on Imagism and its tenets, discusses various Imagist poems, and has sections for group discussion and analysis of the poems. It concludes by
Elit 48 c class 19 post qhq 2016 revised versionjordanlachance
Here are 3 potential prompts for Essay #2 based on the material covered:
1. Compare and contrast how Gloria Anzaldua's "La conciencia de la mestiza" and Maxine Hong Kingston's "No Name Woman" represent the intersections of identity and oppression through postmodern and feminist lenses.
2. Analyze how Allen Ginsberg's poem "Howl" reflects postmodern themes of identity, madness, and social criticism through its experimental form and content.
3. Discuss how Anzaldua's "El Sonavabitche" or Kingston's "No Name Woman" illuminate the oppression women faced in patriarchal societies through their use of themes,
This thesis examines the critical reception and visual interpretations of F. Scott Fitzgerald's novel The Great Gatsby. It analyzes four critical studies of the novel from different decades to show changing approaches and evaluations of the American Dream. It also discusses three film adaptations and how they depict the director's vision and the technical capabilities of their time. While initially dismissed, the novel became a canonical work through the combined efforts of literary criticism and film adaptations, gaining popularity among academics and the general public. The thesis argues this helped increase debate and interest in Fitzgerald's exploration of issues like class, mobility, ethics and romance.
The document provides an in-depth analysis of Bapsi Sidhwa's novel Ice-Candy-Man and its portrayal of the partition of India. The summary is:
1) Ice-Candy-Man uses the perspective of a young girl to depict the rising tensions and violence between Hindus, Muslims, and Sikhs during the partition.
2) The novel illustrates the breakdown of communal relations and social mores as religious extremism took hold.
3) Sidhwa provides historical context and accurately captures the trauma experienced by all communities during this violent period of history.
The document provides biographical information about author Mohsin Hamid and summarizes his novel The Reluctant Fundamentalist. It discusses the main character Changez and his journey from Pakistan to America for college and career, where he initially embraces Western culture and values. However, after 9/11 he begins to question his identity and loyalties as he faces hostility and scrutiny. The document analyzes major themes in the novel like identity, nostalgia, passion, loyalty, and different types of fundamentalism.
“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.
High School American Literature Documentaryhome naver
The Harlem Renaissance was a cultural movement centered in Harlem, New York in the 1920s. African American artists, writers, musicians and thinkers flourished during this period, exploring and celebrating African American identity and culture. The movement had a significant influence on art, literature and music in the United States and worldwide. Key themes in works from this period included racial pride, social equality, and the exploration of African American experiences.
Yusef Komunyakaa is an acclaimed African American poet born in 1947 in Louisiana. He grew up in a conservative rural area during the civil rights movement. His father was a carpenter and illiterate, while Komunyakaa found inspiration from the few books available to him. He served in the Vietnam War from 1969-1970 as a journalist, and did not begin writing poetry about his experiences there until much later. Komunyakaa's works often explore themes of war, race, and the American South through vernacular language and allusions to jazz and blues. He is considered a master of weaving together personal narratives with complex imagery to provide insight into important historical and social issues.
Manu Herbstein is a South African author who has lived in Ghana since 1970. His novel Ama, a Story of the Atlantic Slave Trade won the 2002 Commonwealth Writers Prize and tells the story of a woman captured and sold into slavery in Brazil. Zakes Mda is a critically acclaimed post-Apartheid South African author whose works explore the struggle to maintain traditional African values against Western influences. One such work is The Heart of Redness, which depicts a man returning to a rural village after time abroad. Zoë Wicomb's book You Can't Get Lost in Cape Town explores the experience of "Coloured" South Africans under apartheid through the story of a girl sent to integrate a prestigious school in
The document discusses the definition and characteristics of ethnic literature. It defines ethnic literature as works that have protagonists or speakers who are conscious of belonging to a group sharing a common racial, national, religious, linguistic or cultural background. It notes some common themes in ethnic literature, such as experiences of prejudice, generational conflicts between immigrants and their American-born children, and the feeling of being caught between two worlds. The document outlines the works of ethnic literature that will be covered in a class, including novels, poems, plays and films representing Native American, Latino, African American and Asian American heritage.
The document discusses three South African authors: Manu Herbstein, Zakes Mda, and Zoë Wicomb. Manu Herbstein is a South African-Ghanaian author who has lived in Ghana since 1970. His novels address the Atlantic slave trade. Zakes Mda is a critically acclaimed post-Apartheid author whose works explore maintaining African traditions versus Western influences. Zoë Wicomb's book You Can't Get Lost in Cape Town addresses the experience of "Coloured" people in apartheid South Africa who did not fit into any racial category.
Langston Hughes' poem "A Dream Deferred" explores what happens when dreams and aspirations are put off to a later time. The poem uses imagery and rhetorical questions to suggest that delaying one's dreams can cause them to wither and decay, or potentially "explode" in frustration. As part of the Harlem Renaissance, Hughes sought to portray the black experience in America and encourage African Americans to pursue their goals and celebrate their culture despite facing racial struggles and limited opportunities at the time. The theme of pursuing one's dreams, even in the face of adversity, remains relevant today.
This document provides summaries of several authors and readings for the week:
- Edgar Allan Poe is known for macabre stories and poems and invented the modern short story form. His works often show a dark side of the American Dream.
- Robert Frost's poem "Mending Wall" touches on universal themes and challenges traditional ways of thinking about fences and boundaries between cultures.
- Art Spiegelman's graphic novel Maus established comics as a relevant genre and describes his father's experience in the Holocaust.
- Henry David Thoreau's Civil Disobedience influenced later leaders and argued people should resist unjust laws.
- Sandra Cisneros' work focuses on challenges faced by Chicanas
This document provides a summary and analysis of Rabindranath Tagore's 1915 novel The Home and the World. It argues that the novel can be read as an allegory about the failure of nationalist projects in India to accept both tradition and modernity. The main female character, Bimala, represents these nationalist projects through her discourse emphasizing women's role in the home and nation. Similarly, other nationalist movements in countries like Sri Lanka and early 20th century Vietnam also emphasized women's domestic duties. The novel suggests an alternative nationalist project that incorporates both Eastern and Western values through cooperation rather than separation.
Diasporic expression of salman rushdie ( post.colo)Niyati Pathak
This presentation is a part of my academic activity i...
I'm dying my masters in English literature in India ..
Where I have post colonial literature paper were i presented what is the how salman Rushdie define diaspora in his works .... and it's some of the information........so have a look at the slides ... Presentation and evaluate .. give me comments and marks so that I can improve more
For evaluation click the link ...
http://dilipbarad.blogspot.in/2015/10/rubric-for-evaluation-of-oral.html
.Thanks for visiting
The document provides a literary analysis of Bapsi Sidhwa's novel Ice-Candy-Man from a feminist perspective. It discusses how the novel depicts the struggles faced by women in a patriarchal society during the partition of India in 1947 through various female characters. It analyzes how the female characters are marginalized and victimized by men through acts of violence, rape, and lack of autonomy. The analysis argues that Sidhwa uses the novel to advocate for women's rights and equality and a world free of gender-based domination and hierarchy.
This document provides context about Zora Neale Hurston and the radicalism in her works. It discusses how Hurston took a different approach than other Harlem Renaissance writers by focusing on accurately portraying Southern black dialects and the experiences of rural black communities. While other writers like Langston Hughes and Countee Cullen disagreed on whether black art should celebrate or assimilate black culture, Hurston rejected both approaches by creating characters like Janie Crawford who defied social conventions. Her use of dialect brought black language to the forefront and challenged racism. The document analyzes how Hurston's works promoted racial identity and explored issues like colorism that black women faced.
Claude McKay was a prominent Harlem Renaissance writer known for his poetry and novels published in the 1920s-1930s. His novel Home to Harlem (1928) was widely popular but also controversial, praised by white critics for its depictions of Harlem life but condemned by some black leaders for focusing too much on sexuality and "vice." Zora Neale Hurston was also a pivotal Harlem Renaissance figure, collecting folklore and publishing works like Their Eyes Were Watching God (1937) which celebrated black culture but was criticized by some for avoiding issues of racism. Both McKay and Hurston pushed boundaries in their portrayals of African Americans but faced criticism from some in the black community.
Essay On Republic Day. Essay Writing On Republic Day In English | PDF. Essay on Republic Day for Students and Children Love You English Essay. गणतंत्र दिवस 2024 पर निबंध - Republic Day Essay 2023 in Hindi for .... Information On Republic Day Deals Store, Save 44% | jlcatj.gob.mx. #RepublicDayEssay #EssayonRepublicDay #NCERTBooksGuru | Essay on .... Republic Day Speech in English 10 Lines [2023] in 2023 | Republic day .... Republic Day Essay 2023 Simple Essay on 26th January (PDF). विभिन्न विषयों से जुडी महत्वपूर्ण जानकारी | भारत के गणतंत्र दिवस पर .... Socio-cultural anthropology at the University of Missouri - Essay Help .... 10-lines-on-republic-day-of-india - TeachingBanyan.com. Republic Day Essay | Essay on Republic Day for Students and Children in .... 100+ Quotes for Republic Day: Inspiring Messages for Patriotism | HIX.AI. Essay on Republic Day in English for Class 1 to 12 Students. Essay on Republic Day for Students | Tips | Samples | Leverage Edu. Happy Republic Day 2021 Speech and Essay in Hindi and English. Republic Day Essay in English 10 Lines | Republic Day 10 Lines. Republic Day Essay in English for Class 1, 2 & 3: 10 Lines, Short .... Essay on Republic Day for Students | Republic Day Essay for Students in ....
The document discusses the contributions of several authors to the civil rights movements through their fictional and autobiographical works depicting slavery and the struggle for freedom. Popular works included Uncle Tom's Cabin by Harriet Beecher Stowe, The Adventures of Huckleberry Finn by Mark Twain, and novels by Richard Wright, Ernest Gaines, Margaret Walker, and Toni Morrison. These authors conveyed the harsh realities of slavery and aimed to increase understanding of the African American experience and promote the cause of civil rights.
The document provides an overview of a class discussion on the novel The Road by Cormac McCarthy. It includes definitions of key terms from the novel like "the apocalypse" and "themes." It also presents discussion questions about the novel related to concepts like trust, innocence, and symbols. The document outlines the class agenda, including a discussion of The Road, student self-assessment of their blog posts on the novel, and preparation for the final exam by revising their first essay and completing their second essay.
Elit 48 c class 11 post qhq stationary vs stationeryjordanlachance
This document provides information about a class discussing stationary vs. stationery, Imagist poetry, and various American poets. It begins with defining stationary and stationery, then outlines the class agenda which includes discussing the Imagist poems "In a Station of the Metro" by Ezra Pound, "The Red Wheelbarrow" by William Carlos Williams, and "To Elsie" by William Carlos Williams. It also introduces Imagism as a movement and its key American figures like Pound, H.D., Amy Lowell, John Gould Fletcher and William Carlos Williams. The document lectures on Imagism and its tenets, discusses various Imagist poems, and has sections for group discussion and analysis of the poems. It concludes by
Elit 48 c class 19 post qhq 2016 revised versionjordanlachance
Here are 3 potential prompts for Essay #2 based on the material covered:
1. Compare and contrast how Gloria Anzaldua's "La conciencia de la mestiza" and Maxine Hong Kingston's "No Name Woman" represent the intersections of identity and oppression through postmodern and feminist lenses.
2. Analyze how Allen Ginsberg's poem "Howl" reflects postmodern themes of identity, madness, and social criticism through its experimental form and content.
3. Discuss how Anzaldua's "El Sonavabitche" or Kingston's "No Name Woman" illuminate the oppression women faced in patriarchal societies through their use of themes,
This thesis examines the critical reception and visual interpretations of F. Scott Fitzgerald's novel The Great Gatsby. It analyzes four critical studies of the novel from different decades to show changing approaches and evaluations of the American Dream. It also discusses three film adaptations and how they depict the director's vision and the technical capabilities of their time. While initially dismissed, the novel became a canonical work through the combined efforts of literary criticism and film adaptations, gaining popularity among academics and the general public. The thesis argues this helped increase debate and interest in Fitzgerald's exploration of issues like class, mobility, ethics and romance.
The document provides an in-depth analysis of Bapsi Sidhwa's novel Ice-Candy-Man and its portrayal of the partition of India. The summary is:
1) Ice-Candy-Man uses the perspective of a young girl to depict the rising tensions and violence between Hindus, Muslims, and Sikhs during the partition.
2) The novel illustrates the breakdown of communal relations and social mores as religious extremism took hold.
3) Sidhwa provides historical context and accurately captures the trauma experienced by all communities during this violent period of history.
The document provides biographical information about author Mohsin Hamid and summarizes his novel The Reluctant Fundamentalist. It discusses the main character Changez and his journey from Pakistan to America for college and career, where he initially embraces Western culture and values. However, after 9/11 he begins to question his identity and loyalties as he faces hostility and scrutiny. The document analyzes major themes in the novel like identity, nostalgia, passion, loyalty, and different types of fundamentalism.
“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.
High School American Literature Documentaryhome naver
The Harlem Renaissance was a cultural movement centered in Harlem, New York in the 1920s. African American artists, writers, musicians and thinkers flourished during this period, exploring and celebrating African American identity and culture. The movement had a significant influence on art, literature and music in the United States and worldwide. Key themes in works from this period included racial pride, social equality, and the exploration of African American experiences.
Yusef Komunyakaa is an acclaimed African American poet born in 1947 in Louisiana. He grew up in a conservative rural area during the civil rights movement. His father was a carpenter and illiterate, while Komunyakaa found inspiration from the few books available to him. He served in the Vietnam War from 1969-1970 as a journalist, and did not begin writing poetry about his experiences there until much later. Komunyakaa's works often explore themes of war, race, and the American South through vernacular language and allusions to jazz and blues. He is considered a master of weaving together personal narratives with complex imagery to provide insight into important historical and social issues.
Manu Herbstein is a South African author who has lived in Ghana since 1970. His novel Ama, a Story of the Atlantic Slave Trade won the 2002 Commonwealth Writers Prize and tells the story of a woman captured and sold into slavery in Brazil. Zakes Mda is a critically acclaimed post-Apartheid South African author whose works explore the struggle to maintain traditional African values against Western influences. One such work is The Heart of Redness, which depicts a man returning to a rural village after time abroad. Zoë Wicomb's book You Can't Get Lost in Cape Town explores the experience of "Coloured" South Africans under apartheid through the story of a girl sent to integrate a prestigious school in
The document discusses the definition and characteristics of ethnic literature. It defines ethnic literature as works that have protagonists or speakers who are conscious of belonging to a group sharing a common racial, national, religious, linguistic or cultural background. It notes some common themes in ethnic literature, such as experiences of prejudice, generational conflicts between immigrants and their American-born children, and the feeling of being caught between two worlds. The document outlines the works of ethnic literature that will be covered in a class, including novels, poems, plays and films representing Native American, Latino, African American and Asian American heritage.
The document discusses three South African authors: Manu Herbstein, Zakes Mda, and Zoë Wicomb. Manu Herbstein is a South African-Ghanaian author who has lived in Ghana since 1970. His novels address the Atlantic slave trade. Zakes Mda is a critically acclaimed post-Apartheid author whose works explore maintaining African traditions versus Western influences. Zoë Wicomb's book You Can't Get Lost in Cape Town addresses the experience of "Coloured" people in apartheid South Africa who did not fit into any racial category.
Langston Hughes' poem "A Dream Deferred" explores what happens when dreams and aspirations are put off to a later time. The poem uses imagery and rhetorical questions to suggest that delaying one's dreams can cause them to wither and decay, or potentially "explode" in frustration. As part of the Harlem Renaissance, Hughes sought to portray the black experience in America and encourage African Americans to pursue their goals and celebrate their culture despite facing racial struggles and limited opportunities at the time. The theme of pursuing one's dreams, even in the face of adversity, remains relevant today.
This document provides summaries of several authors and readings for the week:
- Edgar Allan Poe is known for macabre stories and poems and invented the modern short story form. His works often show a dark side of the American Dream.
- Robert Frost's poem "Mending Wall" touches on universal themes and challenges traditional ways of thinking about fences and boundaries between cultures.
- Art Spiegelman's graphic novel Maus established comics as a relevant genre and describes his father's experience in the Holocaust.
- Henry David Thoreau's Civil Disobedience influenced later leaders and argued people should resist unjust laws.
- Sandra Cisneros' work focuses on challenges faced by Chicanas
This document provides a summary and analysis of Rabindranath Tagore's 1915 novel The Home and the World. It argues that the novel can be read as an allegory about the failure of nationalist projects in India to accept both tradition and modernity. The main female character, Bimala, represents these nationalist projects through her discourse emphasizing women's role in the home and nation. Similarly, other nationalist movements in countries like Sri Lanka and early 20th century Vietnam also emphasized women's domestic duties. The novel suggests an alternative nationalist project that incorporates both Eastern and Western values through cooperation rather than separation.
Diasporic expression of salman rushdie ( post.colo)Niyati Pathak
This presentation is a part of my academic activity i...
I'm dying my masters in English literature in India ..
Where I have post colonial literature paper were i presented what is the how salman Rushdie define diaspora in his works .... and it's some of the information........so have a look at the slides ... Presentation and evaluate .. give me comments and marks so that I can improve more
For evaluation click the link ...
http://dilipbarad.blogspot.in/2015/10/rubric-for-evaluation-of-oral.html
.Thanks for visiting
The document provides a literary analysis of Bapsi Sidhwa's novel Ice-Candy-Man from a feminist perspective. It discusses how the novel depicts the struggles faced by women in a patriarchal society during the partition of India in 1947 through various female characters. It analyzes how the female characters are marginalized and victimized by men through acts of violence, rape, and lack of autonomy. The analysis argues that Sidhwa uses the novel to advocate for women's rights and equality and a world free of gender-based domination and hierarchy.
This document provides context about Zora Neale Hurston and the radicalism in her works. It discusses how Hurston took a different approach than other Harlem Renaissance writers by focusing on accurately portraying Southern black dialects and the experiences of rural black communities. While other writers like Langston Hughes and Countee Cullen disagreed on whether black art should celebrate or assimilate black culture, Hurston rejected both approaches by creating characters like Janie Crawford who defied social conventions. Her use of dialect brought black language to the forefront and challenged racism. The document analyzes how Hurston's works promoted racial identity and explored issues like colorism that black women faced.
Claude McKay was a prominent Harlem Renaissance writer known for his poetry and novels published in the 1920s-1930s. His novel Home to Harlem (1928) was widely popular but also controversial, praised by white critics for its depictions of Harlem life but condemned by some black leaders for focusing too much on sexuality and "vice." Zora Neale Hurston was also a pivotal Harlem Renaissance figure, collecting folklore and publishing works like Their Eyes Were Watching God (1937) which celebrated black culture but was criticized by some for avoiding issues of racism. Both McKay and Hurston pushed boundaries in their portrayals of African Americans but faced criticism from some in the black community.
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Interrogating White Nostalgia: Reflections on Minor Feelings by Cathy Park Hong
1. FALL 2020
INTERROGATING WHITE NOSTALGIA
Reflections on Minor Feelings by Cathy Park Hong
by Jisoo Choi, DC '22
Edited by Lydia Burleson, JE '21
1YALE HISTORICAL REVIEW
2. ATHY PARK HONG'S recent book of
essays, Minor Feelings: An Asian American
Reckoning, has been on nearly every reading
list this summer, cropping up on colorful
Instagram posts and reviews of 2020 releases. I was
lucky enough to acquire a library copy just before the
quarantine began and libraries froze circulation, and
I’ve had lots of time since then to read and reread the
book as I watched in real time the urgency of Hong’s
words reflected in the resurgence of activism for racial
justice across the country. Outrage at the killings of
Black Americans at the hands of police—George Floyd,
Breonna Taylor, Ahmaud Arbery, and so many others
whose names we know and do not know—has encou-
raged Asian Americans to reflect on anti-Blackness and
white-adjacent privilege within our communities.
Hong spoke about Asian American identity and
read from an essay in Minor Feelings during The Yale
Review’s 200th Anniversary Festival, just weeks before
the book’s release. After attending her talk, I walked
around campus feeling like there was a hole in my
chest, cold February air blowing right through me. I
felt a strange mix of hollowness and relief at hearing
the thoughts of my own wrestling with racial identity
finally put into words— into prose that was vulnerable
and angry and articulate—by someone who didn’t
know me, but seemed still to understand me because
she, too, was Korean. It was not unlike the indescri-
bable—even illogical—connection Hong herself writes
about feeling toward a Korean therapist she once des-
perately sought out, a connection predicated solely on
a shared heritage and diasporic identity.
That’s not at all to say that Minor Feelings was an easy
read or that it didn’t challenge me to question my own
assumptions and habits as an Asian American raised by
predominantly white and tacitly racist educational ins-
titutions. Some moments in the book, like Hong’s look
at the popular media narrative about the Vietnamese
American writer Ocean Vuong, pointed out cultural
patterns I had normalized despite initial dissonance
or discomfort. She observed that in media coverage of
Vuong’s debut novel On Earth We’re Briefly Gorgeous,
interviewers tended to sidestep his queer identity to fo-
cus on his archetypal refugee success story, fitting his
lived experience to a prepackaged American narrative.
Hong writes, “Vuong is asked to rehearse his shattering
experiences of refugee impoverishment and the sal-
vation he found in poetry […] so that his poetry and
biography have become welded into a single American
myth of individual triumph,” and challenges us to reas-
sess the stories we consume and internalize about suc-
cess and the immigrant experience, because even the
most admired Asian American people in this country
are still tokenized and caricatured.
Hong’s other criticisms of culture were more probing
and unsettling, as she trained a consciously anti-racist
eye on cherished, near-invincible works of American
art. In a chapter titled “The End of White Innocence,”
Hong argues that the white American characterization
of childhood as innocent and pristine is motivated by
the desire to return to a past Americana that does not
question or challenge white supremacy. But even then,
she elaborates, this would be a past more imagined than
truly historical: “a manufactured, blinkered, pastiched
nostalgia that the theorist Lauren Berlant defines as a
‘small-town one that holds close and high a life that ne-
ver existed, one the provides a screen memory to cover
earlier predations of inequality.’” Here, Hong comments
specifically on Wes Anderson’s 2012 film Moonrise
Kingdom, a beloved story about young love and child-
hood bravado set in 1965 and delivered in the director’s
characteristic auteur style. And, she admits, the quaint
film on its own is “relatively harmless.” But this film’s
pastel frames and all-white cast (“the scrubbed white of
Life magazine ads,” Hong writes, with the notable exclu-
sion of the ethnic Other) are a far cry from the histori-
cal reality of 1965. Due to the passage of the Hart-Celler
Act during the year, which abolished the immigration
restrictions set by the National Origins Act, 1965 was a
watershed year in American immigration history. Hong
cites that from 1965 onward, 90% of immigrants to the
U.S. have arrived from places outside of Europe. 1965
marked the last year that white Americans comprised
85% of the American population. “It’s as if the Never-
land of New Penzance is the last imperiled island before
the incoming storm of minorities floods in,” she writes,
and the film’s imagery is not reminiscent of Eden and
antediluvian innocence by accident. Benjamin Britten’s
opera Noye’s Fludde occupies a central role in the film,
and the climactic storm has catastrophic consequences
for the inlet on which the young couple constructed
their paradise. Moonrise Kingdom’s nostalgia for an ir-
retrievable past is thus further elevated to Biblical pro-
portions, aligning the transitions of 1965 with the ca-
tastrophic indication of lost innocence.
According to Anderson in an interview with The
C
2 INTERROGATING WHITE NOSTALGIA
3. Hollywood Reporter at the 2012 Cannes Film Festi-
val, the choice of 1965 as the setting was largely spon-
taneous, but the cultural shifts that the year ushered in
influenced the decision. “I do think that the scouts and
its Norman Rockwell–type of Americana is sort of part
of it,” he said. “It seems like 1965 is really the end of one
kind of America.” And thus Hong concludes:
Moonrise Kingdom is just one of countless contem-
porary films, works of literature, pieces of music,
and lifestyle choices where wishing for innocent
times means fetishizing an era when the nation
was violently hostile to anyone different. Hol-
lywood, an industry that shapes not only our na-
tional but global memories, has been the most
reactionary cultural perpetrator of white nostalgia,
stuck in a time loop and refusing to acknowledge
that America’s racial demographic has radically
changed since 1965. Movies are cast as if the
country were still “protected” by a white suprema-
cist law that guarantees that the only Americans
seen are carefully curated European descendants.
One of the characteristics of Moonrise Kingdom
that endears the film to a nostalgic American au-
dience is the fact that the children drive the action,
imbuing the film with a tone of wonder and whimsy.
The coming-of-age genre, with its emphasis on a hal-
cyon childhood, is so pervasive in modern film and
literature that it is hard for us to imagine a time when
childhood was not looked fondly upon with a rose-
tinted gaze. But Hong writes that “the alignment of
childhood with innocence is an Anglo-American in-
vention that wasn’t popularized until the nineteenth
century,” before which children were merely conside-
red small adults. She mentions William Wordsworth’s
poetry as formative to the modern image of child-
hood, citing a literary precursor to J.D. Salinger’s
The Catcher in the Rye, which she discusses—and
disparages—earlier in the chapter. Indeed, I asked
my mother, who went to school and lived for most of
her life in Korea, what nostalgic coming-of-age texts
she remembers reading in her youth, and the Korean
translation of The Catcher in the Rye was her stron-
gest memory of such a genre, over any widely read
works of literature by Korean authors.
“The End of White Innocence” investigates Ame-
rican narratives intended to retroactively create a
homogenous, uncontroversial “screen memory” of
white innocence, then contrasts it with its oppo-
site, the shame and awareness that often wrenches
Black American children prematurely from naïveté
and waits to be discovered behind the thin veil of
ignorance for all who benefit from white privilege.
White nostalgia, then—that which is personified in
the character of Holden Caulfield and the whimsical
romance of Moonrise Kingdom—is the intergenera-
tional vehicle of the white innocence fantasy. White
nostalgia, because this country leaves no room for
innocence in the lives of children of immigrants
or Black children. White nostalgia, because it ins-
pires the creation of retrospective worlds in which
people of color are invisible and thus excluded from
claiming this nostalgia. American nostalgia, which
the anthropologist C. Nadia Seremetakis considers
distinct from the original Greek concept (couched in
the valor and heroism of epic poetry), was only ever a
commodity for the privileged. Conceived initially by
that mythical innocence, the nostalgia is inherited by
the next generation through the romanticized narra-
tives that immortalize the desire to return to the pure
and guiltness childhood of whiteness. And the oeuvre
of works inspired—even in part—by this white nos-
talgia continues to expand, now internationally.
This spread of white nostalgia and the narratives it
has inspired (from coming-of-age novels to the xe-
nophobic rhetoric of the Trump administration) into
different countries, some with very different racial
histories than that of the U.S., is ongoing. And it is of
particular interest to Asian Americans, as its discus-
sion in Minor Feelings may indicate. The current world
of art and media is nearly borderless, and there surely
now are Korean authors writing coming-of-age novels
that romanticize childhood and youth and non-white
filmmakers inspired to recreate the emotional impact
of Moonrise Kingdom. And because of this distillation
of a fundamentally racist and exclusionary mythology
into an aesthetic or literary category, it is all the more
important to be aware of the shadow of racial and ra-
cist constructions on the narratives we engage with.
I’ve always considered the Studio Ghibli film, Whis-
per of the Heart, a popular Asian parallel to Moonrise
Kingdom in tone and theme. Whisper of the Heart is
also a love story between two young teenagers whose
interests and personalities complement each other’s,
and the film involves nostalgia more directly through
3YALE HISTORICAL REVIEW
4. a grandfather figure who tells stories about his youth.
But this film has an even more direct link to American
nostalgia: when we meet Shizuku, the female protago-
nist, she is writing her own Japanese lyrics to the song,
“Country Roads” by John Denver. Invoking one of the
most iconic melodies in American country music, a
genre rich with white nostalgic tunes, the nostalgia of
Whisper of the Heart traces its subconscious influence
back to the longing for a lost white innocence. I don’t
know what that means for the continued sharing and
production of white nostalgia–reminiscent art—in
films like Whisper of the Heart, do the ideas at the core
of white nostalgia morph into something relevant to
Japanese history, or do the pieces of American racial
history remain intact, vestigial but visible?
In concluding “The End of White Innocence,” Cathy
Park Hong reminds her Asian American readers that,
as much as we have been aligning ourselves and our
experiences in contrast to those of white nostalgia, we
occupy a shifting middle ground in American race
relations. She writes:
I have to address whiteness because Asian Americans
have yet to truly reckon with where we stand in the
capitalist white supremacist hierarchy of this country.
We are so far from reckoning with it that some Asians
think that race has no bearing on their lives, that it
doesn’t ‘come up,’ which is as misguided as white
people saying the same thing about themselves, not
only because of discrimination we have faced but be-
cause of the entitlements we’ve been granted due to
our racial identity.
This—among many other tasks of reading, listening,
learning and unlearning, and organizing—is the an-
ti-racist work Asian Americans must take on. We have
fought for—and are seeing—increased representation
of Asian artists in film, journalism, medicine, law, tech,
and many other fields whose habits are inundated with
malignant white nostalgia. And in all of these places,
we must hold ourselves and each other accountable
for the stories we tell and the voices we uplift. It is so
easy for us to become enamored by the rosy palette of
white nostalgia and adopt those narratives and their
outgrowths as our own even as they erase the complex
and revolutionary histories of marginalized Americans
and do not look critically at the underbelly of that nos-
talgia. Our interaction with culture and ideas must be
active and critical, interrogating white nostalgia in the
places we least expect it.
4 INTERROGATING WHITE NOSTALGIA