Black Feminists Debate Whiteness
Stephanie Philipovich & Angela Torchia
Passage #1:
"Here is the house. It is green and white. It has a red door. It is very pretty. Here is the family. Mother, Father, Dick, and Jane live in the green-and-white house. They are very happy. See Jane. She has a red dress. She wants to play."(Morris, pg. 7)
Passage #2:
here is teh hous it is green and white it has a red door it is very prety hrere is the family mother father dick andjane live in the green and white hous they's are very happy see jane she gots a red dress she wants too play.
(Both passages based on the passages found in the opening of The Bluest Eye.)
Passage taken from I Know Why The Caged Bird Sings
Maya Angelou
"After we left Mr. Willie Williams' Do Drop Inn, the last stop before whitefolksville, we had to cross the pond and adventure the railroad tracks. We were explorers walking without weapons into man-eating animals' territory.
In Stamps the segregation was so complete that most Black children didn't really, absolutely know what whites looked like. Other than that they were different, to be dreaded, and in that dread was included the hostility of the powerless against the powerful, the poor against the rich, the worker against the worked for the ragged against the well dressed.
I remember never believing that whites were really real… Whitefolks couldn't be people because their feet were too small, their skin too white and see-throughy, and they didn't walk on the balls of their feet the way people did- they walked on their heels like horses.
People were those who lived on my side of town.
Coates wrote a 176 page long letter to his 14 years old son to explain what the African American society were going through at the time being. In the book, Coates used himself as an example to demonstrate the unjust treatment that had been cast upon him and many other African Americans. Readers can sense a feeling of pessimism towards African American’s future throughout the entire book although he did not pointed it out directly.
In the book, the readers see the wall between black and white people during the movement. An example is a reaction to Fern’s doll which is white, while Fern, however, is black. On pg.65, it reads, “‘Li’l Sis, are you a white girl or a black girl?’ Fern said, ‘I’m a colored girl.’ He didn’t like the sound of a colored girl,’ He said, ‘Black girl.’ Fern said, ‘Colored.’ ‘Black girl.”
However, the Donner Party also possessed the American trait of expediency, which ultimately caused their party many deaths. Taking the advice of Lansford Hastings, the author of The Emigrants’ Guide to Oregon and California, the Donner Party took the supposed new and faster route that cut under the Great Salt Lake to California. However, even when they were trapped under several feet of Sierra Nevada snows, they didn’t give up; perseverance and optimism prevailed. Soon after many days trapped in makeshift shelters beneath the mountains, the emigrants ran out of food. With their pragmatic minds, they ate every bit of their oxen they could including boiled hides and charred bones. Being practical, they also ate bark, twigs, and leaves. They had to eat something; it was still survival of the fittest.
In American history, there are centuries upon centuries of black people being deemed less than or not worthy of. Never in were black people equal, even in the sense of humanity. White people declared black people as three-fifths of a human, so to the “superior race”, because one has darker skin that automatically takes away 40% of their humanity. Now, in white history they repeatedly dominant over other nonwhite groups and especially the women of those groups because they feel anything that isn’t white is inferior.
Whites did not want blacks to feel in any way equal to them. And from
The book talks about how there was segregation just about everywhere you looked. In the 1930's the white people had their own restrooms along with their own water fountains and the lacks had their own school and blacks usually did not go to school. They were too busy working on the farm to go to school. The schools only had one room for all of the grades. The children usually walked to school in those days,because they didn't have school buses. They also had to bring their own lunch to school in lunch pails. Today children ride school buses to school. It would kill us if we had to walk to school.We are not use to that much exercise. Also today they serve us lunch in the cafeterias. Although it it is not that good at least they try. They have to work with the limited stuff the school board allows them to buy. Speaking of buses, the blacks would have to sit in the back of the bus and the whites sat in the front. Although,thanks to Rosa Parks, who on day refused to sit in the back of the bus, now blacks can sit wherever they want to sit. Today whites use the same restrooms and water fountains as blacks do. Blacks and whites also attend the same schools. Today schools have different classrooms for every grade.
In the 1920s and 1930s, segregation was a massive thing for everyone. Minorities were looked down upon mainly because of their different skin color and culture, as people from all over the world started to come to America because of its freedom that it offered. They did receive many of the rights that was said to be given, nor much respect, especially from caucasians. They were mostly slaves, workers or farmers for caucasians. Although they would work as hard as they can, they wouldn’t receive fair pay. In the result of that, they were never able to live the life of a middle-class citizen. They were always low on money. Also, taxes would bug them as it would rise only for the lower-class...
In the time of the Great Depression, many people were in moments of suffering and hardships. However, African American were facing moments of prejudice and segregation, that was sonly based on the color of their skin. In the novel, “To Kill a Mockingbird” by Harper lee and the poem “We wear the mask” by Paul Lawrence Dumber, gave incite to those moments and how African Americans changed themselves to fit in to the white people society.
I want to make it clear, to those who may question my positionality, that I do not believe that my journey as a white person is somehow special or better than anyone else’s. I do not believe that I hold some sort of special looking glass through which the solution to whiteness can be seen. I am a production of whiteness, and I am also a human being, which means I have many, many, flaws and blind spots that I continue to work on while simultaneously being inhibited by this blindness in my effort to see past it. What I do believe, as Roxanne Gay so beautifully said in Bad Feminist, is that,
Filban said the home had a yard that was overgrown. “The trees and bushes were overgrown, and the house was dark,” Filban said. “And the windows were covered.” She and her sister slept in the front bedroom of the house. She remembers the bedroom having a large, floor-to-ceiling window. She said you could look out and see the wra...
In order to make a case that the Black Power Movement was a logical extension of the African American freedom struggle based on the longstanding African American strategies and goals for change, it is important to look at the longstanding strategies and goals, and compare them to the Black Power movement, using the examples of strategies taken by the Student Nonviolent Coordinating Committee (SNCC) and the Lowndes County Freedom Organization (LCFO) in Alabama. Knowing this, it can be determine whether the Black Power movement built upon those strategies, or went against them. There are several noteworthy strategies used in this comparison. The names of these strategies are based off of the people who are synonymous with them. They comparisons are as follows: W.E.B DuBois’ Talented Tenth Plan, Booker T. Washington’s “Cast down your bucket” Plan, Thurgood Marshall’s Legal Campaign, and Dr. Martian Luther King Jr.’s Non-Violence Movement. In addition to determining whether or not the Black Power movement utilized these strategies, it is equally imperative to ask, assuming that the movement went against these strategies, if it was practical or logical, given the circumstances faced by SNCC and the LCFO, not to implement them.
In 2014, Dr. Wallace Best wrote a candid article for the Huffington Post discussing what he deemed as the irrational fear of black bodies. The context surrounding this critique stemmed from the surge of black men dying by white police officers. In the article, Dr. Best provided historical insight into this deeply rooted, unwarranted anxiety that white Americans have used as probable cause to commit violent acts against blacks, as well as systemic control over black men as a means of protection to maintain societal order. With this assertion, Dr. Best offered a critical analysis in understanding the fanatical need to preserve ownership over black movement due to this ubiquitous threat of black skin and the African American male. However, what
Harriet Jacobs escaped from slavery and at great personal risk wrote of her trials as a house servant in the South and later fugitive in the North. Her slave narrative entitled Incidents in the Life of a Slave Girl gave a true account of the evils slavery held for women, a perspective that has been kept relatively secret from the public. In writing her story, Jacobs, though focused on the subjugation due to race, gave voice subtly to a different kind of captivity, that which men impose on women regardless of color in the patriarchal society of the ninetenth century. This form of bondage is not only exacted from women by their husbands, fathers, brothers, and sons, but also is accepted and perpetuated by women themselves, who forge the cage that holds them captive. Jacobs directed her stirring account of the afflictions a woman is subjected to in the chain of slavery to women of the North to gain sympathy for their sisters that were enslaved in the South. In showing this, Jacobs reveals the danger of such self condemnation women maintain by accepting the idealized role that men have set as a goal for which to strive. Harriet Jacobs' slave epic is a powerful statement unveiling the impossibility and undesirability of achieving the ideal put forth by men and maintained by women. Her narrative is a strong feminist text.
In her book Talking Back: Thinking Feminist, Thinking Black, bell hooks describes how she helps her students find their voice within her classroom.She discusses her use of authority to enable her students.For her, teacher authority is a necessary part of helping her students find their voices:
The African American Civil Rights Movement was a series of protests in the United States South from approximately 1955 through 1968. The overall goal of the Civil Rights Movement was to achieve racial equality before the law. Protest tactics were, overall, acts of civil disobedience. Rarely were they ever intended to be violent. From sit-ins to boycotts to marches, the activists involved in the Civil Rights Movement were vigilant and dedicated to the cause without being aggressive. While African-American men seemed to be the leaders in this epic movement, African-American women played a huge role behind the scenes and in the protests.