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Early Modern Black Diaspora Studies brings into conversation two
fields-Early Modern Studies and Black Studies-that traditionally
have had little to say to each other. This disconnect is the
product of current scholarly assumptions about a lack of archival
evidence that limits what we can say about those of African descent
before modernity. This volume posits that the limitations are not
in the archives, but in the methods we have constructed for
locating and examining those archives. The essays that make up this
volume offer new critical approaches to black African agency and
the conceptualization of blackness in early modern literary works,
historical documents, material and visual cultures, and performance
culture. Ultimately, this critical anthology revises current
understandings about racial discourse and the cultural
contributions of black Africans in early modernity and in the
present across the globe.
Early Modern Black Diaspora Studies brings into conversation two
fields-Early Modern Studies and Black Studies-that traditionally
have had little to say to each other. This disconnect is the
product of current scholarly assumptions about a lack of archival
evidence that limits what we can say about those of African descent
before modernity. This volume posits that the limitations are not
in the archives, but in the methods we have constructed for
locating and examining those archives. The essays that make up this
volume offer new critical approaches to black African agency and
the conceptualization of blackness in early modern literary works,
historical documents, material and visual cultures, and performance
culture. Ultimately, this critical anthology revises current
understandings about racial discourse and the cultural
contributions of black Africans in early modernity and in the
present across the globe.
As Spain and England vied for dominance of the Atlantic world
during the sixteenth and seventeenth centuries, mounting political
and religious tensions between the two empires raised a troubling
specter for contemporary British writers attempting to justify
early English imperial efforts. Specifically, these writers focused
on encounters with black Africans throughout the Atlantic world,
attempting to use these points of contact to articulate and defend
England's global ambitions. In Black Africans in the British
Imagination, Cassander L. Smith investigates how the physical
presence of black Africans both enabled and disrupted English
literary responses to Spanish imperialism. By examining the extent
to which this population helped to shape early English narratives,
from political pamphlets to travelogues, Smith offers new
perspectives on the literary, social, and political impact of black
Africans in the early Atlantic world. With detailed analysis of the
earliest English-language accounts from the Atlantic world,
including writings by Sir Francis Drake, Sir Walter Ralegh, and
Richard Ligon, Smith approaches contact narratives from the
perspective of black Africans, recovering figures often relegated
to the margins. This interdisciplinary study explores
understandings of race and cross-cultural interaction and revises
notions of whiteness, blackness, and indigeneity. Smith reveals the
extent to which contact with black Africans impeded English efforts
to stigmatize the Spanish empire as villainous and to malign
Spain's administration of its colonies. In addition, her study
illustrates how black presences influenced the narrative choices of
European (and later Euro-American) writers, providing a more
nuanced understanding of black Africans' role in contemporary
literary productions of the region.
Race and Respectability in an Early Black Atlantic examines the
means through which people of African descent embodied tenets of
respectability as a coping strategy to navigate enslavement and
racial oppression in the early Black Atlantic world. The term
"respectability politics" refers to the way members of a
minoritized population adopt the customs and manners of a dominant
culture in order to gain visibility and combat negative stereotypes
about their subject group. Today respectability politics can be
seen in how those within and outside Black communities police the
behavior of Black celebrities, critique protest movements, and
celebrate accomplishments by people of African descent who break
racial barriers. To study the origins of the complicated
relationship between race and respectability, Cassander L. Smith
shows that early American literatures reveal Black communities
engaging with issues of respectability from the very beginning of
the transatlantic slave trade. Concerns about character and
comportment influenced the literary production of Black Atlantic
communities, particularly in the long eighteenth century.
Uncovering the central importance of respectability as a theme
shaping the literary development of cultures throughout the early
Black Atlantic, Smith illuminates the mechanics of respectability
politics in a range of texts, including poetry, letters, and life
writing by Phillis Wheatley, Olaudah Equiano, and expatriates on
the west coast of Africa in Sierra Leone. Through these early Black
texts, Race and Respectability in an Early Black Atlantic considers
respectability politics as a malleable strategy that has both
energized and suppressed Black cultures for centuries.
With the publication of the 1619 Project by The New York Times in
2019, a growing number of Americans have become aware that Africans
arrived in North America before the Pilgrims. Yet the stories of
these Africans and their first descendants remain ephemeral and
inaccessible for both the general public and educators. This
groundbreaking collection of thirty-eight biographical and
autobiographical texts chronicles the lives of literary black
Africans in British colonial America from 1643 to 1760 and offers
new strategies for identifying and interpreting the presence of
black Africans in this early period. Brief introductions preceding
each text provide historical context and genre-specific
interpretive prompts to foreground their significance. Included
here are transcriptions from manuscript sources and colonial
newspapers as well as forgotten texts. The Earliest African
American Literatures will change the way that students and scholars
conceive of early American literature and the role of black
Africans in the formation of that literature.
With the publication of the 1619 Project by The New York Times in
2019, a growing number of Americans have become aware that Africans
arrived in North America before the Pilgrims. Yet the stories of
these Africans and their first descendants remain ephemeral and
inaccessible for both the general public and educators. This
groundbreaking collection of thirty-eight biographical and
autobiographical texts chronicles the lives of literary black
Africans in British colonial America from 1643 to 1760 and offers
new strategies for identifying and interpreting the presence of
black Africans in this early period. Brief introductions preceding
each text provide historical context and genre-specific
interpretive prompts to foreground their significance. Included
here are transcriptions from manuscript sources and colonial
newspapers as well as forgotten texts. The Earliest African
American Literatures will change the way that students and scholars
conceive of early American literature and the role of black
Africans in the formation of that literature.
As Spain and England vied for dominance of the Atlantic world
during the sixteenth and seventeenth centuries, mounting political
and religious tensions between the two empires raised a troubling
specter for contemporary British writers attempting to justify
early English imperial efforts. Specifically, these writers focused
on encounters with black Africans throughout the Atlantic world,
attempting to use these points of contact to articulate and defend
England's global ambitions. In Black Africans in the British
Imagination, Cassander L. Smith investigates how the physical
presence of black Africans both enabled and disrupted English
literary responses to Spanish imperialism. By examining the extent
to which this population helped to shape early English narratives,
from political pamphlets to travelogues, Smith offers new
perspectives on the literary, social, and political impact of black
Africans in the early Atlantic world. With detailed analysis of the
earliest English-language accounts from the Atlantic world,
including writings by Sir Francis Drake, Sir Walter Ralegh, and
Richard Ligon, Smith approaches contact narratives from the
perspective of black Africans, recovering figures often relegated
to the margins. This interdisciplinary study explores
understandings of race and cross-cultural interaction and revises
notions of whiteness, blackness, and indigeneity. Smith reveals the
extent to which contact with black Africans impeded English efforts
to stigmatize the Spanish empire as villainous and to malign
Spain's administration of its colonies. In addition, her study
illustrates how black presences influenced the narrative choices of
European (and later Euro-American) writers, providing a more
nuanced understanding of black Africans' role in contemporary
literary productions of the region.
Teaching with Tension is a collection of seventeen original essays
that address the extent to which attitudes about race, impacted by
the current political moment in the United States, have produced
pedagogical challenges for professors in the humanities. As a
flashpoint, this current political moment is defined by the
visibility of the country's first black president, the election of
his successor, whose presidency has been associated with an
increased visibility of the alt-right, and the emergence of the
neoliberal university. Together these social currents shape the
tensions with which we teach. Drawing together personal reflection,
pedagogical strategies, and critical theory, Teaching with Tension
offers concrete examinations that will foster student learning. The
essays are organized into three thematic sections: ""Teaching in
Times and Places of Struggle"" examines the dynamics of teaching
race during the current moment, marked by neoconservative politics
and twenty-first century freedom struggles. ""Teaching in the
Neoliberal University"" focuses on how pressures and exigencies of
neoliberalism (such as individualism, customer-service models of
education, and online courses) impact the way in which race is
taught and conceptualized in college classes. The final section,
""Teaching How to Read Race and (Counter)Narratives,"" homes in on
direct strategies used to historicize race in classrooms comprised
of millennials who grapple with race neutral ideologies. Taken
together, these sections and their constitutive essays offer rich
and fruitful insight into the complex dynamics of contemporary race
and ethnic studies education.
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