The Art of Chaos: Community and African American Literary Traditions

Author(s):  
John Ernest
2021 ◽  
Vol 1 (1) ◽  
pp. 33-42
Author(s):  
Adetunji Adelokun

This paper is an attempt to consider the deployment of literary motifs to discuss the representation of identities in the selected works of Kamau Brathwaite and Helene Johnson. The analysis was informed by the need to identify the adherence to the preponderant theme of the quest for identity and the representation of identities in American Literary tradition. This study critically appraised and analyzed the development of the African-American and Caribbean literary traditions within the conscious space of displacement and identity renegotiation. The study revealed that the selected and critically pieces of the writers amplify the similarity or uniformity in the sociohistorical experiences of displacement from the root, search for identity and reinstatement of lost values in the enabling milieus of the writers.


2009 ◽  
Vol 43 (2) ◽  
pp. 297-317 ◽  
Author(s):  
MONICA B. PEARL

Although Audre Lorde calls the narrative of her life Zami: A New Spelling of My Name a “biomythography,” suggesting that the life of an African American lesbian cannot be told in any previously available generic forms of life-writing or self-expression, Zami actually derives from two extant American literary traditions – the African American slave narrative and the lesbian coming out story – rendering it, after all, not a marginal text, but rather a text that falls obviously and firmly in a tradition of American literature. Both traditions turn siginificantly on the trope of “home,” of finding a home where one belongs. In finding the “home” that she is seeking not, ultimately, geographically, but, rather, generically – in the very text she is writing – Lorde's life story also ends up signifying the similarity of these two ostensibly disparate forms: the slave narrative and the coming out story, suggesting a common narrative trajectory of marginal American identities in the tradition of American life-writing.


Prospects ◽  
2004 ◽  
Vol 28 ◽  
pp. 203-219
Author(s):  
Caroline Levander

Over the last decade, scholars of American cultural studies have taken as one of its central tasks identification of the ways in which Anglo-American writing is bound up in the African American tradition against which it had historically tended to distinguish itself. This project has involved, on the one hand, deconstructing distinctions between Afro-American and Anglo-American literary traditions and, on the other, affirming the distinctiveness of an Afro-American literary tradition by reclaiming lesser-known African American literary texts, such as Pauline Hopkins's Of One Blood; Or, The Hidden Self. Indeed, the wealth of recent critical analyses of Pauline Hopkins's now almost canonical 1902 serial novel has engaged these two distinct lines of inquiry. By using the second half of her title as a way of understanding the first — that is, by assessing how William James's popular 1892 essay for Scribner's Monthly, entitled “The Hidden Self,” operates as an organizing principle for Hopkins's fictional account of bloodlines — scholars have charted a series of interconnections between Afro-American and Anglo-American traditions even as they have made a case for the value of Hopkins's sensation novel. Familiar with James's contention that there is a “hidden self” within the individual, Hopkins, in these accounts, appropriates James's term to express the social condition of the African American after Reconstruction. Just as James's student, W. E. B. DuBois, declares in an 1897 essay for the Atlantic Monthly that the African American experiences an inevitable “double-consciousness” proceeding from “two souls, two thoughts, two unreconciled strivings; two warring ideals in one dark body,” so too does Pauline Hopkins, in these accounts, use James's description of a “consciousness split into parts which coexist” as a way of expressing the psychosocial condition of late-19th-century African Americans.


1999 ◽  
Vol 30 (2) ◽  
pp. 165-172 ◽  
Author(s):  
Mary Davis ◽  
Rhonda Jackson ◽  
Tina Smith ◽  
William Cooper

Prior studies have proven the existence of the "hearing aid effect" when photographs of Caucasian males and females wearing a body aid, a post-auricular aid (behind-the-ear), or no hearing aid were judged by lay persons and professionals. This study was performed to determine if African American and Caucasian males, judged by female members of their own race, were likely to be judged in a similar manner on the basis of appearance, personality, assertiveness, and achievement. Sixty female undergraduate education majors (30 African American; 30 Caucasian) used a semantic differential scale to rate slides of preteen African American and Caucasian males, with and without hearing aids. The results of this study showed that female African American and Caucasian judges rated males of their respective races differently. The hearing aid effect was predominant among the Caucasian judges across the dimensions of appearance, personality, assertiveness, and achievement. In contrast, the African American judges only exhibited a hearing aid effect on the appearance dimension.


1993 ◽  
Vol 24 (3) ◽  
pp. 161-166 ◽  
Author(s):  
Michael J. Moran

The purpose of this study was to determine whether African American children who delete final consonants mark the presence of those consonants in a manner that might be overlooked in a typical speech evaluation. Using elicited sentences from 10 African American children from 4 to 9 years of age, two studies were conducted. First, vowel length was determined for minimal pairs in which final consonants were deleted. Second, listeners who identified final consonant deletions in the speech of the children were provided training in narrow transcription and reviewed the elicited sentences a second time. Results indicated that the children produced longer vowels preceding "deleted" voiced final consonants, and listeners perceived fewer deletions following training in narrow transcription. The results suggest that these children had knowledge of the final consonants perceived to be deleted. Implications for assessment and intervention are discussed.


2020 ◽  
Vol 51 (3) ◽  
pp. 807-820
Author(s):  
Lena G. Caesar ◽  
Marie Kerins

Purpose The purpose of this study was to investigate the relationship between oral language, literacy skills, age, and dialect density (DD) of African American children residing in two different geographical regions of the United States (East Coast and Midwest). Method Data were obtained from 64 African American school-age children between the ages of 7 and 12 years from two geographic regions. Children were assessed using a combination of standardized tests and narrative samples elicited from wordless picture books. Bivariate correlation and multiple regression analyses were used to determine relationships to and relative contributions of oral language, literacy, age, and geographic region to DD. Results Results of correlation analyses demonstrated a negative relationship between DD measures and children's literacy skills. Age-related findings between geographic regions indicated that the younger sample from the Midwest outscored the East Coast sample in reading comprehension and sentence complexity. Multiple regression analyses identified five variables (i.e., geographic region, age, mean length of utterance in morphemes, reading fluency, and phonological awareness) that accounted for 31% of the variance of children's DD—with geographic region emerging as the strongest predictor. Conclusions As in previous studies, the current study found an inverse relationship between DD and several literacy measures. Importantly, geographic region emerged as a strong predictor of DD. This finding highlights the need for a further study that goes beyond the mere description of relationships to comparing geographic regions and specifically focusing on racial composition, poverty, and school success measures through direct data collection.


2016 ◽  
Vol 43 (Fall) ◽  
pp. 238-254
Author(s):  
Alaina S. Davis ◽  
Wilhelmina Wright-Harp ◽  
Jay Lucker ◽  
Joan Payne ◽  
Alfonso Campbell

Author(s):  
Nicole Patton Terry

Abstract Determining how best to address young children's African American English use in formal literacy assessment and instruction is a challenge. Evidence is not yet available to discern which theory best accounts for the relation between AAE use and literacy skills or to delineate which dialect-informed educational practices are most effective for children in preschool and the primary grades. Nonetheless, consistent observations of an educationally significant relation between AAE use and various early literacy skills suggest that dialect variation should be considered in assessment and instruction practices involving children who are learning to read and write. The speech-language pathologist can play a critical role in instituting such practices in schools.


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