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Textual Ambiguity and Racial Identity in Nella Larsens, “Passing”

Nella Larsen’s novel, Passing, revolves around the lives of two biracial women who predominantly construct their identities through performance, enabling them to pass as White. Larsen’s narrative implies that racial, gender, and sexual identities are not solely inherent but also heavily reliant on performance. The novel delves into the exploration of these identities in a world where passing is feasible, challenging the fundamental nature of these concepts and their intersections. It raises questions about how identity influences individuals’ experiences and how individuals, in turn, shape their identities.

Irene places significant emphasis on the notion of “uplifting the race” and actively acknowledges and explores her Black identity. However, in doing so, she overlooks the fact that her identity is inherently a mix of Black and White due to societal pressure that forces her to choose and perform within specific racial labels. Conversely, Irene criticizes Clare for opting to pass as White and enjoy the privileges associated with that identity in America. At the same time, Irene inconsistently engages with her own Black identity, selectively embracing it when it aligns with her needs or desires. Clare’s obsession with passing as a white woman devolves into a desperate longing for Irene’s carefully sustained Black identity. When it comes to expressing their racial identities, Clare and Irene are on opposite ends of the ideological spectrum. Unfortunately, these acts unintentionally promote the socially imposed assumption that biracial people must choose one part of their history to perform instead of embracing and expressing their biracial identity.

However, the assumption that multiracial people are born with conflicted or contradictory identities is fundamentally flawed. There is no logical reason to believe that such identities are fundamentally adversarial. By requiring multiracial people to choose a single racial identity to perform, society compels them to ignore an important component of their identity. As a result, they are frequently alienated from both racial communities, as their multiracial identity is often rejected or devalued by American culture.

“She was caught between two allegiances, different, yet the same. Herself. Her race. Race!The thing that bound and suffocated her. Whatever steps she took, or if she took none at all, something would be crushed. A person, or the race. Clare, herself, or the race.”

Larsons sentence structure is quite deliberate here and you can see the textual ambiguity by physically separating herself and her race at the beginning of the passage, Larson implies a separation between the two concepts as well. She later uses herself and the race in the same sentence but by adding Clare into the mix, Larson suggests that Claire is both separate from Irene’s race and represents 1/2 of Irene’s identity which is an adjuring identity crisis for Irene. The real doubleness Larson describes in the novel is the double Jeopardy implicit in being a black female and a white male hegemonic society, as the term passing is broad, and can refer to any form of pretense or disguise, that results in a loss or surrender of, or a failure to satisfy a desire for identity or sexual.

In the video below, a quote that caught my attention was at 3:24 when the elderly man states, “There will come a time where whites won’t accept you and negroes won’t accept you, I said I’ll wait it out”. This further shows the identity crisis once can face like Irene and Clare  who are on the opposite sides of this spectrum. This video also shows a family who honors and respects their racial identity that was passed on to them and there is no confusion for them which is a contrast from Irene and Clare.

Toni Morrison: The Power of Words (extra credit)

Toni Morrison is a literary icon who has reshaped the landscape of not only African-American literature but the literature of the entire world. From her early works to her revolutionary ideas on writing, Morrison constantly challenged the status quo and slowly became a symbol of empowerment that hasn’t changed ever since. Through her powerful words, she sought to eliminate the dominance of the “white gaze” in literature and elevate the voices of Black people she “wanted to speak to, and to be among.”

 

Morrison’s early works faced criticism for being “limiting” by focusing solely on Black experiences. However, she vehemently rejected the notion that White people should define the narrative. She believed that Black experiences did not need validation through the presence of White characters nor were her books written for the White characters, challenging the conventional literary norms (till this day).

Morrison’s words possessed an undeniable power, something she learned about as a child. It became even more evident to her when her book was banned from a Texas prison. The authorities feared that her work could incite a riot within as her novels became the vessels of freedom. She wrote with “depth, meaning, knowledge, and information,” allowing readers to explore new perspectives and contemplate the complexities of the human experiences, especially the experiences of Black people (mainly Black women and girls).

She started her writing career late, and before that she was a teacher and an editor. Through her versatile career, Morrison showcased the rich history of Black people and transformed it into literary art. Her time as a writer aligned with the Black Power Movement, that was inspiring to Morrison as she understood the importance of preserving and amplifying the voices of the people contributing to a drastic societal change. And thus, she became the editor of Angela Davis’s and Muhammad Ali’s books.

 

Overall, Toni Morrison’s contributions to literature were nothing short of groundbreaking. With a determination to challenge conventions, she unleashed the power of words and changed the literature forever. Her legacy continues to inspire and empower generations, reminding us of the transformative potential of storytelling and the importance of diverse voices in shaping our world.

Toni Morrison died in August 2019. We will always remember this powerful and remarkable  “Black woman.”

 

Multilayered Narrative of Identity and Reconciliation (Extra Credit)

In the realm of art, certain works delve into the intricate complexities of the black mother-daughter relationship, unearthing themes of love, loss, and the quest for self-discovery. One such profound exploration is found in the thought-provoking play, “Reflection on Black Mother Lost Daughter,” written by Fedna Jacquet and directed by Stevie Walker-Webb. In this blog post, we delve into the transformative power of this work, analyzing its poignant themes, text quotations, and the emotional journey it takes us on.

“In the mirror, I see her face, but I’m searching for my own reflection.” – Fedna Jacquet

  1. An Intimate Exploration of Identity: At the heart of “Reflection on Black Mother Lost Daughter” lies a compelling examination of identity. The play delves into the intricate layers that shape the identities of black mothers and daughters, exploring the struggle for self-discovery and the quest to reconcile personal aspirations with societal expectations. Jacquet’s quotation encapsulates the poignant search for individuality within the context of an intertwined legacy.
  2. Navigating the Bonds and Fractures: Within the play’s narrative, we witness the delicate balance between the bonds and fractures within the black mother-daughter relationship. The dynamic shifts and evolves as characters grapple with their shared history, personal growth, and the generational divide. The play skillfully captures the intricate nuances of love, conflict, and reconciliation, fostering a deeper understanding of the complexity that accompanies this familial connection.
  3. The Weight of Inherited Trauma: In “Reflection on Black Mother Lost Daughter,” the playwright skillfully explores the weight of inherited trauma. Both black mothers and daughters carry the echoes of past struggles and ancestral pain, which shape their interactions and self-perception. The play delves into the impact of generational trauma, highlighting the significance of healing, resilience, and breaking cycles for the sake of personal liberation.
  4. Seeking Redemption and Reconciliation: Jacquet’s work also examines the themes of redemption and reconciliation within the black mother-daughter dynamic. Characters navigate the intricate path of forgiveness, acknowledging past mistakes, and seeking reconciliation amidst fractured relationships. Through their journeys, the play sheds light on the transformative power of empathy, understanding, and ultimately, healing.
  5. Embracing the Power of Representation: Directed by Stevie Walker-Webb, “Reflection on Black Mother Lost Daughter” amplifies the importance of representation on stage. By showcasing the complexities of black motherhood and daughterhood, the play invites audiences to empathize, reflect, and engage with narratives that are often overlooked or marginalized. It serves as a reminder of the power of storytelling and the transformative impact of diverse voices in the arts.

“Reflection on Black Mother Lost Daughter,” written by Fedna Jacquet and directed by Stevie Walker-Webb, takes audiences on an emotional journey of self-discovery, identity, and reconciliation. Through poignant quotations, nuanced storytelling, and an exploration of generational trauma, the play offers a profound reflection on the black mother-daughter relationship. It invites us to recognize the multilayered narratives within this bond and emphasizes the importance of representation in the arts. Ultimately, the play fosters a deeper understanding of the complexity, resilience, and transformative power found within this cherished familial connection.

Instructor Blog Post on Sula (part I) by Toni Morrison for Comment Reply

Dear All,

Below are two lecture videos focused on the novel Sula by Toni Morrison.

 

The first video focuses on “the Bottom” and Shadrack’s PTSD as a WWI soldier. It is 15 mins long.

This second video focuses on Helene and Nel’s travel on the Jim Crow Train car and Black Girlhood studies:

 

 

Questions
Please answer ONE of the following questions in 2-3 sentences as a comment reply.

 

  1. How does Toni Morrison in her writing, show us the ways Shadrack is both an outsider and a part of the community of the Bottom? Choose a passage and close read it to explain how her writing choices (imagery, metaphor, simile, or tone) show us Shadrack’s relationship to the town.
  2. What is the unspeakable thought or action that crosses Eva’s mind when she says, “Uh uh. Nooo.”?
  3. What does Nel mean when she says, “I am me”? What do the events in the train and Nel’s declaration tell us about her coming-of-age?
  4. CHOOSE A SCENE TO CLOSE READ: How are they scenes of black girlhood, OR What do they tell us about black girlhood?

 

 

Instructor Video Blog post on Gwendolyn Brooks for Comment Reply

Dear All,

Below are my lecture videos on the poetry of Gwendolyn Brooks. I am focusing on Brooks the week of July 3 and will discuss Sula by Toni Morrison in class on July 6. A separate post on Morrison will be posted for the week of July 10.

This first video focuses on Gwendolyn Brooks, the Chicago Renaissance, and the first stage of her poetry (approximately 15 mins):

This shorter video focuses on Gwendolyn Brook’s shift in political and aesthetic sensibilities in the late 1960s as a response to the rise of the Black Power Movement and the Black Arts movement (approximately 5 mins):

 

This video focuses on Gwendolyn Brooks’s composition of her most anthologized poem, “We Real Cool.”  The video features an commentary from Brooks on the poem followed by her reading of the pome, offering insight into the writer’s perspective  while directing our attention to the lives of young black men (approx 6 mins):

 

Questions for Comment Reply based on video lectures
  1. Can you spot another couple of lines that seem both quotidian and universal in Gwendolyn Brooks’s “The Bean Eaters” or another poem?
  2. What does “The Ballad of Rudolph Read” do that newspapers and media do not do regarding Chicago’s racialized housing restrictions? What might the poem express that the newspapers do not and perhaps cannot express?
  3. What is it that “Dream,” “rent,” “feeding” a wife,” and “satisfying a man” are all in quotation marks? What do quotation marks around words tell us? And consider, if a poem is a speaker’s voice, why have quotation marks inside that speaker’s voice? (this is a question for interpretation and close reading. There is not one correct answer).
  4. How does Brooks’s prosody or voice change after the Black Arts movement? What is her tone or feeling in her poems “Boy Breaking Glass” versus “The Bean Eaters?”
  5. In “We Real Cool,” we glimpse the lives of young black men in the 1960s and 1970s. Why does Brooks attend to the lives of these men? What does she make us notice about them that we may not otherwise? (See the last video featuring Brooks’s interview and reading to answer this question.

Colorism in the 1920s

Passing offers a unique view on colorism. In America today it is obvious that those with a fairer skin tone have a better chance of success and progress. Passing shows that it was not much different in the 1920s. Of course there was blatant racist in the 20s, such as Jack Bellew. The movie seemed to cut out his rampant use of the N-word for the most part, but unfortunately that type of behavior seems to be the norm back then. The issue of colorism is, of course, still racism, but it almost seems to be brushed off in Passing due to how normalized it is.

In today’s landscape colorism is much more known and acknowledged. However, being acknowledged does not equate to it being resolved. Looking at the popular stars of today one would be hard pressed to find anyone at the top who is not fair skinned in some manner. This is by design, and we can see a glimpse into what it was like 100 year ago with Passing.

I think the role that Colorism takes in Passing is so interesting. Irene is a black woman presenting as a black woman while Clare is a black woman passing as a white woman. Even Jack, a man who has a vast hatred for black people, cannot tell that she is even “one or two percent colored” (Pg. 68). It feels as though both Irene and Clare with that they had taken the path that each other had taken in life regarding passing. 

Throughout the story Clare talks about wishing she could present as her true self. Towards the end of the story, Irene directly asks Clare what she would do had Jack found out that Clare was indeed a black woman. “I’d Do what I want to do more than anything else right now. I’d come up here to live. Harlem, I mean. Then I’d be able to do as I please, when I please,” (pg. 197). This helps to show that Clare is not living her best life despite what society would have one think. 

In regards to Irene, it seems as though she wishes that she had taken the route Clare had an lived a life passing as a white woman. Her jealousy is evident. She sees how Brian looks at her, how Hugh views her before finding out she was passing, and how Jack greets her versus Felise when they run into each other. The most prominent example of this is Irene’s disapproval of Brian’s teaching her sons about the ugly truth regarding the black existence in the 1920s. It is unfortunate to see that both characters have chosen a path in life that they are uncomfortable and unfulfilled with.

This YouTube video about the Blue Vein Society gives another example of early America colorism. It shows how not only were white people perpetuating anti-black racism in America, but lighter skinned black people as well.

Instructor Video Blog on Passing for Comment Reply

In the first video below, I discuss Nella Larsen’s biography, some literary devices, passing, ambiguity, and queerness in the 1920s. This video is longer and has more content and only one question (15 mins):

 

This second video expands on the first, offering specific passages and asking you to apply concepts from the first (8 mins):

 

Below are questions for a comment reply. Choose ONE question and write a comment reply of at least 2-3 sentences.

NOTE: The Comment reply was originally due June 27 at the start of class, but I was late uploading the video lecture. It will now be due June 28 by the end of the day. However, if you post by June 27 at 11:00 am, you will get 1 point extra credit.

  1. Can you spot a moment of free indirect discourse in the scene where Irene sees Clare staring at her and thinks Clara is a white woman scrutinizing her? What is it? What does the inner thought express, or what meaning does it bring to the scene
  2. Can you spot a moment of free indirect discourse in the scene where Irene looks over Clare and admires her beauty? What might Irene’s gaze tell us about Irene? What might it tell us about Clare?
  3. Why does Irene initially resent Gertrude’s presence at the “party”?
  4. What is the effect of repetition and/or description of the body in Larsen’s depiction of Irene’s uncontrollable laughter after learning that Jack’s pet name for his wife Clare is “Nig”?
  5. Open Question: What term or cultural practice discussed in the video helps you think about black womanhood and friendship in this novel? Why?

Related resources (from video lecture):

https://genius.com/Ma-rainey-prove-it-on-me-blues-lyrics

https://www.cinema.ucla.edu/collections/inthelife/history/lesbian-chic-20s

On Free Indirect Discourse

 

“Black Mother Lost Daughter”: A Heartrending Journey of Grief, Justice, and Healing (extra credit)

“Black Mother Lost Daughter,” written by Fedna Jacquet and directed by Stevie Walker-Webb, is a powerful and thought-provoking play that delves into the depths of human emotions and societal issues. The story revolves around the tragic loss of Princess’s sister, Queen, at the hands of the police: “two officers were sent to help” but “what they did was murder.”

Stevie Walker-Webb

Stevie Walker-Webb

Fedna Jacquet

Fedna Jacquet

This devastating event shatters a family bond of 3 women (2 sisters and a mother), leaving Princess to simultaneously fighting for justice in court and on the streets, while shouldering the responsibility of caring for her mother, who is engulfed in her grief and even confusion, accompanied by drinking, as she witnessed the “life [of her child] being taken away” yet “couldn’t move” to save her.

One of the play’s greatest strengths is its exploration of a wide range of themes. At its core, “Black Mother Lost Daughter” tackles the profound pain caused by a broken family bond. The audience is confronted with the harsh realities of injustice and the urgent need for reparations in a society plagued by systemic issues. The weight of grief is palpable throughout the performance, as each character grapples with their own personal demons triggered by the life event.

The play also sensitively explores the concept of parentification as Princess assumes the role of a caregiver for her mother, becoming invisible as a child and not having room nor space to grief for her own loss. It becomes evident that her mother is stuck in the past, desperately clinging to memories of Queen while struggling to acknowledge the present, especially her living daughter, who, in her turn, embarks on a profound journey of self-discovery and resilience.

With that, the production delves into the complex realm of mental health, highlighting the toll that trauma takes on individuals and families. It emphasizes the importance of acknowledging and addressing one’s emotional well-being, while also shedding light on the challenges faced by those who are struggling, evoking compassion and empathy for one another.

And lastly, “Black Mother Lost Daughter” fearlessly addresses the pervasive issue of police brutality, shedding light on the disproportionate violence faced by marginalized communities. By interweaving this topic into the narrative, this play prompts crucial conversations about the pressing need for social change and accountability.

ad for casting from https://www.backstage.com/casting/black-mother-lost-daughter-equity-nyc-epa-2628793/

 

FUN FACT:

When the production was casting actors for the roles in “Black Mother Lost Daughter”, this is how the ad described each character. I also liked their synopsis: A play about a mother who lost a daughter and is in the process of losing another one. Click here to see the full ad.

 

In conclusion, the work of Fedna Jacquet skillfully weaves together the various themes of injustice, grief, and survival, creating a narrative tapestry that is both heart-wrenching and enlightening. The performances are captivating, with each actor embodying their character’s pain, resilience, and determination with utmost authenticity. The writing is poignant and evocative, drawing the audience into the raw emotions of the story, inviting the audience to reflect on the pressing social issues while inspiring hope for a more compassionate and just future.

Mary Church Terrell, Transportation & Education

Devoting her life to racial uplift, Mary Church Terrell exemplified what she called being a “black club woman.” The rise of other black clubwomen occurred as middle class African Americans grew tired of the oppression placed upon them by Jim Crow laws. Through education and activism, these women sought to fight for social reform. In “What Role is the Educated Colored Woman to Play” (1902), Terrell dictates the primary focus of black clubwomen. She states:

“Carefully and conscientiously, we shall study the questions, which affect race most deeply directly… we shall protest with such force of logic and intensity of the soul that those who oppress us will either cease to disavow the inalienability and equality of equality of human rights…”

Through Terrell’s writing, we see characters who embody the values that black clubwomen exemplify. In her story “Betsy’s Borrowed Baby,” Betsy travels via the trains Jim Crow car, and is assaulted by a white man during the trip. After rebutting him, the conductor (who would be seen as an authoritative figure, protective) claims that the man was only joking, stating “Why, you’re a regular Mrs. Jack Johnson,” “He just wanted to see what kind of stuff you were made of” (Terrell, 49)  Through this, the conductor not only plays off the man’s remarks but also likens Betsy to the famous boxer Jack Johnson, noted for his interracial relationships and boxing prowess. I found this comparison interesting, as I believe its implications are twofold. On one hand, Betsy’s fending off of her assaulter is alike to the way Jack Johnson fights off his opponents. On the other hand, while Johnson fights for sport, Betsy is fighting for her personal safety and possibly for her life. Also in this comparison, I feel as if the conductor is removing Betsy’s agency in defending herself. Claiming that defending herself is acting like Jack Johnson makes her actions seem less like her own, and more like placing her in the shadow of a man, removing her agency as a black woman.

The writing on transportation made me think of the Freedom Rider attacks in 1961. The attacks came as a result of many things, one of which was the landmark Supreme Court case Plessy V. Ferguson (1896). The Freedom Rides were interracial bus rides through the American south, in the height of racial segregation. The presence of the Ku Klux Klan throughout the south posed as one of the many horrific dangers faced by the riders, as well as non-Klan members who still demonstrated violence against those seeking to challenge segregation.

Freedom Riders beaten by white people in Birmingham.

In the modern day, what Terrell’s work reflected to me was the recent problem posed in Florida regarding the AP African American studies course that was banned from being taught in schools, with the Department of Education citing that the course teaches Critical Race Theory and would introduce students to a political agenda. According to Christopher Tinson, chair of the African American Studies department at SLU, the course includes “nothing particularly ideological about the course except that we value the experiences of African people in the United States.” (https://www.npr.org/2023/01/22/1150259944/florida-rejects-ap-class-african-american-studies)  The rejection of this course directly contradicts the goals of Terrell’s black clubwomen, all these decades later. It is clear that while progress has been made in hopes of challenging the oppression of racial segregation, there is still so much left to be challenged. Learning and understanding the history of African Americans in the United States would be essential in the eyes of Terrell and all of black society.

Instructor Blog post focused on Mary Church Terrell and Passing

Dear All,

Below are two short videos focused on Mary Church Terrell and her unpublished short stories.

In the video below, I provide historical context on Radical Reconstruction (1865-1877), the Rise of Jim Crow, and Mary Church Terrell’s biography.

  • Note I slightly misspeak when I describe Plessy v. Ferguson (1896). To be clear:“Plessy v. Ferguson was a landmark 1896 U.S. Supreme Court decision that upheld the constitutionality of racial segregation under the “separate but equal” doctrine. The case stemmed from an 1892 incident in which African American train passenger Homer Plessy refused to sit in a car for Black people. Rejecting Plessy’s argument that his constitutional rights were violated, the Supreme Court ruled that a law that “implies merely a legal distinction” between white people and Black people was not unconstitutional. As a result, restrictive Jim Crow legislation and separate public accommodations based on race became commonplace” (https://www.history.com/topics/black-history/plessy-v-ferguson)

In the video below, I discuss the Jim Crow car and the allusion to boxer Jack Johnson in “Betsy’s Borrowed Baby”:

Below is a link to three slides on interiority and Passing (1929) by Nella Larsen

Slides on Passing (1929) by Nella Larsen for Comment Reply

Questions based on videos and readings for a Comment reply. Choose ONE and write a 2-3 sentence comment reply:

Questions for Video Lecture on Mary Church Terrell

  1. In the first part of the first video, I cover the rise of Jim Crow after Emancipation. How might the trial of Plessy Versus Ferguson resonate with the plot and setting of “Betsy’s Borrow Baby”?
  2. Mary Church Terrell was a “black clubwoman.” What did black clubwomen do during the post-reconstruction moment? How might this shape our reading of her fictional works?
  3. What does writing accomplish when it isn’t published? (based on the video or your own reader response to Terrell’s unpublished work)? What does Terry’s unpublished writing help us understand about her historical moment or experience as a Black woman?
  4. What does the Jim Crow car do to Black mobility and travel in “Betsy’s Borrowed Baby”?
  5. How do Irene’s inner thoughts reflect her values?