Two Texts on Children and Christian Education

PMLA ◽  
2008 ◽  
Vol 123 (1) ◽  
pp. 156-165 ◽  
Author(s):  
Maria W. Stewart ◽  
Eric Gardner
Keyword(s):  
African American ◽  
Christian Education ◽  
Racial Uplift ◽  
Untimely Death ◽  
Slave Rebellion ◽  
David Walker ◽  
Childhood Loss ◽  
And Gender ◽  
Maria Stewart ◽  
The Church

The known biography of the early african american writer and lecturer Maria W. Stewart (1803–79) is as brief as it is fascinating. After the childhood loss of her parents, she married James W. Stewart, a Boston shipping agent, in 1826. The Stewarts had close ties with the black radical David Walker, whose fiery 1829 Appeal kindled fears of slave rebellion and was in its third edition when Walker died under suspicious circumstances in August 1830. After James Stewart's own untimely death, in December 1829, his executors swindled Maria Stewart out of her inheritance, and she turned to the church and to writing and lecturing. Revising Walker's combination of jeremiad and Enlightenment-influenced political argument to reflect her own sense of faith, racism and racial uplift, and gender politics, Stewart became one of the first American women to address “promiscuous” audiences. She published a series of probing meditations as well as a set of her lectures—texts still startling for their power and bluntness—in pamphlets and, later, as Productions of Mrs, Maria Stewart (1835).

Voices of Thunder

2019 ◽  
pp. 36-83
Author(s):  
Cheryl A. Wall
Keyword(s):  
Nineteenth Century ◽  
African American ◽  
Literary Genre ◽  
Rhetorical Strategies ◽  
Oral Performance ◽  
Men And Women ◽  
David Walker ◽  
And Performance ◽  
Written Word ◽  
Maria Stewart

This chapter accounts for the centrality of nineteenth-century black oral culture to the development of the essay as a distinct African American literary genre. The author illustrates how the sermons and orations of nineteenth-century men and women such as David Walker, Maria Stewart, Henry Highland Garnet, Frances Harper, and Fredrick Douglass laid the foundation for the African American essay. It is shown how these authors combined accounts of their personal experience with traditions of oral performance. Because the line between the spoken and written word was blurred by nineteenth-century conventions, these authors blended various rhetorical and performance strategies to shape the art of the essay. In doing so, these writers became “voices of thunder.”The essayists discussed in this chapter used biblical references and appropriated democratic discourse to advance anti-slavery agendas. They appropriated the rhetoric of the founding documents of the American republic and remade them into the rhetoric of counterrevolution. Their works emphasized the material realities of life in America for blacks, both enslaved and free. Their expressions of freedom, and the rhetorical strategies they modelled informed the work of their literary descendants.

Making Youth Matter

2018 ◽  
Vol 11 (2) ◽  
pp. 70-93
Author(s):  
Celeste Hawkins
Keyword(s):  
African American ◽  
African American Students ◽  
African American Male ◽  
Research Study ◽  
Educational Experiences ◽  
Male Students ◽  
African American Male Students ◽  
American Students ◽  
And Gender ◽  
K 12

This article focuses on findings from a subgroup of African-American male students as part of a broader qualitative dissertation research study, which explored how exclusion and marginalization in schools impact the lives of African-American students. The study focused on the perspectives of youth attending both middle and high schools in Michigan, and investigated how students who have experienced forms of exclusion in their K–12 schooling viewed their educational experiences. Key themes that emerged from the study were lack of care, lack of belonging, disrupted education, debilitating discipline, and persistence and resilience. These themes were analyzed in relation to their intersectionality with culture, ethnicity, race, class, and gender.

Call Your "Mutha"

2020 ◽  
Author(s):  
Jane Caputi
Keyword(s):  
African American ◽  
Popular Culture ◽  
The Other ◽  
Political Class ◽  
Mother Nature ◽  
And Gender ◽  
Mother Earth ◽  
Made In

The proposed new geological era, The Anthropocene (a.k.a. Age of Humans, Age of Man), marking human domination of the planet long called Mother Earth, is truly The Age of the Motherfucker. The ecocide of the Anthropocene is the responsibility of Man, the Western- and masculine-identified corporate, military, intellectual, and political class that masks itself as the exemplar of the civilized and the human. The word motherfucker was invented by the enslaved children of White slave masters to name their mothers’ rapist/owners. Man’s strategic motherfucking, from the personal to the planetary, is invasion, exploitation, spirit-breaking, extraction and toxic wasting of individuals, communities, and lands, for reasons of pleasure, plunder, and profit. Ecocide is attempted deicide of Mother Nature-Earth, reflecting Man’s goal to become the god he first made in his own image. The motivational word Motherfucker has a flip side, further revealing the Anthropocene as it signifies an outstanding, formidable, and inexorable force. Mother Nature-Earth is that “Mutha’ ”—one defying translation into heteropatriarchal classifications of gender, one capable of overwhelming Man, and not the other way around. Drawing upon Indigenous and African American scholarship; ecofeminism; ecowomanism; green activism; femme, queer, and gender non-binary philosophies; literature and arts; Afrofuturism; and popular culture, Call Your “Mutha’ ” contends that the Anthropocene is not evidence of Man’s supremacy over nature, but that Mother Nature-Earth, faced with disrespect, is going away. It is imperative now to call the “Mutha’ ” by decolonizing land, bodies, and minds, ending rapism, feeding the green, renewing sustaining patterns, and affirming devotion to Mother Nature-Earth.

scholarly journals Does School Racial Composition Explain Why High Income Black Youth Perceive More Discrimination? A Gender Analysis

2018 ◽  
Vol 8 (8) ◽  
pp. 140 ◽  
Author(s):  
Shervin Assari
Keyword(s):  
Mental Health ◽  
African American ◽  
African American Males ◽  
Black Youth ◽  
Perceived Discrimination ◽  
Poor Mental Health ◽  
Racial Composition ◽  
And Gender ◽  
Ethnicity And Gender

Recent research has documented poor mental health among high socioeconomic status (SES) Blacks, particularly African American males. The literature has also shown a positive link between SES and perceived discrimination, suggesting that perceived discrimination may explain why high SES Black males report poor mental health. To better understand the role of contextual factors in explaining this pattern, we aimed to test whether school racial composition explains why high income Black youth perceive more discrimination. We explored these associations by ethnicity and gender. Using data from the National Survey of American Life-Adolescent supplement (NSAL-A), the current study included 810 African American and 360 Caribbean Black youth, with a mean age of 15. Ethnicity, age, gender, income-to-needs ratio (SES), skin color, school racial composition, and perceived (daily) discrimination were measured. Using Stata 15.0 (Stata Corp., College Station, TX, USA), we fitted seven structural equation models (SEMs) for data analysis in the pooled sample based on the intersection of ethnicity and gender. Considerable gender by ethnicity variations were found in the associations between SES, school racial composition, and perceived discrimination. For African American males but not African American females or Caribbean Black males or females, school racial composition fully mediated the effect of SES on perceived discrimination. The role of inter-racial contact as a mechanism for high discrimination and poor mental health of Black American adolescents may depend on their intersection of ethnicity and gender. School racial composition may be a mechanism for increased perceived discrimination among high SES African American males.

scholarly journals Leveraging Digital Methods to Engage Sexual and Gender Minority Caregivers of People With Dementia

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 768-768
Author(s):  
Joel Anderson ◽  
Jason Flatt ◽  
Jennifer Jabson Tree ◽  
Alden Gross ◽  
Karen Rose
Keyword(s):  
Social Media ◽  
African American ◽  
Native American ◽  
Data Collection ◽  
Gender Minority ◽  
People With Dementia ◽  
Sexual Orientations ◽  
Digital Methods ◽  
Sexual And Gender Minority ◽  
And Gender

Abstract Digital methods are a way to engage marginalized populations, such as sexual and gender minority (SGM) adults. No study to date has leveraged these methods to engage SGM caregivers of people with dementia. We used digital methods to access SGM caregivers of people with dementia in our study of psychosocial measures of caregiving for recruitment and data collection. Posts on social media and online registries targeted SGM caregivers. The study landing page received 2201 views; 285 caregivers completed the survey. Participants learned of the study most frequently from Facebook (45%). The sample was 84% white, with gay (52%), lesbian (32%), bisexual (11%), and other sexual orientations (5%) and transgender (17%) caregivers represented. While we exceeded goals for inclusion of Latinx (26%) and Native American (4%) caregivers, the number of African American SGM caregivers was lower than projected (7%). Digital methods are effective for engaging SGM caregivers of people with dementia.

scholarly journals A Body of Authority: Reorienting Gender and Power in Julian of Norwich’s Revelations

Humanities ◽  
2021 ◽  
Vol 10 (1) ◽  
pp. 30
Author(s):  
Phillip Goodwin
Keyword(s):  
Feedback Loop ◽  
Religious Studies ◽  
Religious Authority ◽  
Gender Performativity ◽  
Time And Space ◽  
14Th Century ◽  
And Gender ◽  
The Church ◽  
The Trinity ◽  
Spatial Logics

The 14th century mystic Julian of Norwich’s theology, dissolving gender binaries and incorporating medieval constructs of the female into the Trinity, captivates scholars across rhetorical, literary, and religious studies. A “pioneering feminist”, as Cheryll Glenn dubs her, scholarship attempts to account for the ways in which Julian’s theology circumvented the religious authority of male clerics. Some speculate that Julian’s authority arises from a sophisticated construction of audience (Wright). Others situate Julian in established traditions and structures of the Church, suggesting that she revised a mode of Augustinian mysticism (Chandler), or positing that her intelligence and Biblical knowledge indicate that she received religious training (Colledge and Walsh). Drawing from theories on space and gender performativity, this essay argues that Julian’s gendered body is the generative site of her authority. Bodies are articulated by spatial logics of power (Shome). Material environments discipline bodies and, in a kind of feedback loop, gendered performance (re)produces power in time and space. Spaces, though, are always becoming and never fixed (Chavez). An examination of how Julian reorients hierarchies and relations among power, space, and her body provides a hermeneutic for recognizing how gender is structured by our own material cultures and provides possibilities for developing practices that revise relations and create new agencies.

Determination and Persistence: Building the African American Teacher Corps through Summer and Intermittent Teaching, 1860s-1890s

2021 ◽  
Vol 61 (1) ◽  
pp. 4-34
Author(s):  
Michael Fultz
Keyword(s):  
Young Adults ◽  
African American ◽  
Teaching Practices ◽  
African American Youth ◽  
Racial Uplift ◽  
Family Resources ◽  
Student Activities ◽  
American Students ◽  
Youth And Young Adults ◽  
American Teacher

This paper explores trends in summer and intermittent teaching practices among African American students in the post-Civil War South, focusing on student activities in the field, the institutions they attended, and the communities they served. Transitioning out of the restrictions and impoverishment of slavery while simultaneously seeking to support themselves and others was an arduous and tenuous process. How could African American youth and young adults obtain the advanced education they sought while sustaining themselves in the process? Individual and family resources were limited for most, while ambitions, both personal and racial, loomed large. Teaching, widely recognized as a means to racial uplift, was the future occupation of choice for many of these students.

“Making Space” for Ourselves

2011 ◽  
Vol 46 (6) ◽  
pp. 1352-1378 ◽  
Author(s):  
Terah T. Venzant Chambers ◽  
Lance T. McCready
Keyword(s):  
African American ◽  
School Engagement ◽  
Male Students ◽  
Psychosocial Needs ◽  
Gender Nonconforming ◽  
Institutional Processes ◽  
Perceived Need ◽  
American Students ◽  
Time Work ◽  
And Gender

Drawing from two separate case studies, one on lower track African American students and another on gay and gender nonconforming African American male students, this article explores how students with multiple stigmatized identities make sense of and respond to their marginalization, a process we term making space. In particular, we consider how making space can support students’ psychosocial needs and at the same time work against school engagement and academic striving. We describe types of “making space” strategies: sociospatial, performative, and political/institutional, and use these categories to describe the ways students in our projects responded to their perceived marginalization. Institutional processes that make these responses necessary are addressed as well as how schools can either mediate or intensify students’ feelings of marginalization and therefore their perceived need to “make space.”

Impoliteness in hip-hop music

2021 ◽  
Author(s):  
Panagiotis Delis
Keyword(s):  
African American ◽  
Black Male ◽  
Hip Hop ◽  
Selection Process ◽  
White Male ◽  
White Female ◽  
Race And Gender ◽  
The Social ◽  
Determining Factors ◽  
And Gender

Abstract The aim of this paper is to examine the functionality of impoliteness strategies as rhetorical devices employed by acclaimed African American and White hip-hop artists. It focuses on the social and artistic function of the key discursive element of hip-hop, namely aggressive language. The data for this paper comprise songs of US African American and White performers retrieved from the November 2017 ‘TOP100 Chart’ for international releases on Spotify.com. A cursory look at the sub-corpora (Black male/ Black female/ White male/ White female artists’ sub-corpus) revealed the prominence of the ‘use taboo words’ impoliteness strategy. The analysis of impoliteness instantiations by considering race and gender as determining factors in the lyrics selection process unveiled that both male groups use impoliteness strategies more frequently than female groups. It is also suggested that Black male and White female singers employ impoliteness to resist oppression, offer a counter-narrative about their own experience and self (re)presentation and reinforce in group solidarity.

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