End of summer reads and beyond in 2013

Currently reading Ella Baker and the Black Freedom Movement: A Radical Democratic Vision by Barbara Ransby (has stimulated my interest in the helping tradition practiced by Black Baptist women in North Carolina); On Ethnography by Shirley Brice Heath (absorbing methods of ethnographic study); First Class: The Legacy of Dunbar, America's First Black Public High School  by Alison Stewart (of imminent appeal to my interest in Black educators, schools and curriculum). End of summer reading list includes a first read of African American Women in the Struggle for the Vote, 1850-1920 by Rosalyn Terborg-Penn and these re-reads: Beloved by Toni Morrison; The Autobiography of an Ex-Colored Man by James Weldon Johnson, and later in the year, a recurring read of Adventures of Huckleberry Finn by Samuel Langhorne Clemens. And you?

Vital vanguard, wonderful warriors: Marcus Books and Black Classic Press

Marcus Books, the legendary Black book store that for more than 50 years has been the intellectual heart of African American life in the Fillmore district in San Francisco, is facing a forced eviction -- or may have already been evicted -- as announced in a San Francisco Examiner article, "Marcus Books on the brink of closure"  (June 9).

The Victorian residence at 1712 Fillmore St. that Marcus has occupied for years was purchased, and the new owners had an eviction notice issued to the store with a deadline to leave by the end of this week.

I haven't found an update on any action taken following the eviction deadline this week: Color of Change had a petition soliciting support for the Marcus Books at http://colorofchange.org/blog/2013/jun/17/action-help-save-oldest-black-bookstore/.

Stay tuned, or please share an update if you know what's going on now.

Even as the disheartening news of Marcus Books' crisis circulates, there is uplifting news about another Black book business that is surviving, even thriving.

An article in Publishers Weekly recently announced that Black Classic Press founded by publisher Paul Coates in Baltimore is celebrating its 35th anniversary with a series of events that included a book signing by Walter Mosley.


Congrats to you, Paul, and Black Classic Press on your 35th anniversary!

Academic institutions, k-12 and higher education institutions, do not adequately integrate narratives that highlight the presence and influence of people of African descent in Western culture and in world history. Black authors, Black publishers and Black book store owners are the vital vanguard, the wonderful warriors, who arm the community with knowledge that affirms our humanity and debunks myths and lies about our history.   


The longevity that Marcus Books and Black Classic Press have accrued in the struggle is quantifiable and worthy of honor, but the real achievement of both institutions is their success in fostering self-realization and self-determination among Black people, and the impact of that achievement is immeasurable.

Education reform before the school bell rings

Dr. Camika Royal, a teacher and teacher coach of urban communities, spoke the unvarnished truth to about 700 soon to be Teach for America educators who will enter classrooms and hopefully serve as gateways to knowledge for students in need of inspiration, wisdom, and knowledge in the Philadelphia public schools. Here is an excerpt of her speech published in the Huffington Post.

 Swift to Hear; Slow to Speak: A Message to TFA Teachers, Critics, and Education Reformers

For new teachers, understanding what is expected of them and the context in which they work is essential for their success and for the success of schools, students, and communities. It is because of this belief that I accepted the invitation to speak at the Opening Ceremonies for Teach For America's 2012 Summer Institute to train its new teachers in Philadelphia. I was asked to speak as a Teach for America alumnus but also as a Philadelphia community member. I thought this was an awesome opportunity and responsibility to speak to the more than 700 new teachers who are being trained.... read Camika Royal's the full speech in the Huffington Post.

50 books to read in the struggle

This morning I read an article in the Huffington Post, a suggestion of books that every African American should read.

The list of books, fiction and non-fiction, were chosen in the context of books that would make good summer reading on vacation, at the beach or traveling. Well enough.  

I I suppose that for me the word, "should," overwhelmed the otherwise casual context of the list. I began to think about what books I would choose for a list of "the 50 books that every African American should read."

 Preparing lists of recommended books for the community to read is rarely far from my thoughts. Since I was a child I've been creating these lists of Black classics, first in response to my grammar school readers that almost always marginalized Black characters or my young adult books that almost never listed a Black book in their "best of" lists on the back endpaper or back cover.  

Through my college and grad school experience,  literary works by Black writers were sparsely explored in most of my classes. Some professors gave balanced treatment of Black writers, but most professors (and most of my professors were white) made only superficial exploration of Black texts. I once had a professor who never met eye contact with me during the entire semester until the one day that the class was assigned to read Langston Hughes. On that day, he only looked at me as he talked about Hughes. What was the message to my all white classmates? "Black literature is for Black people; you don't have to worry about it" is the conclusion that I drew.

This longstanding dearth of Black texts in my academic experience was certainly an influence on me when I began teaching developmental writing, freshman composition and Black literature at a community college in the 1990s. 

Where the composition textbooks failed to provide models of strong writing by Black writers, I filled in the gaps. I used material by Dr. King, James Baldwin, Haki Madhubuti, poetry by Gwendolyn Brooks, Robert Hayden and Paul Laurence Dunbar. My students were apprehensive and perplexed about the Declaration of Independence as assigned reading, but they understood the effectiveness of the rhetorical strategies that I pointed out, and later when we read Dr. King's "I Have a Dream" speech and material from the Black Panther's ten-point plan, they not only absorbed the continuity of certain rhetorical strategies in key American texts, but most importantly the content of some of those texts reflected their own cultural values and voice.  In this way, my students' (the majority of them were black) cultural identity was validated because those black texts held equal weight with the texts by white writers published in their textbooks.
[Apologizes for the errant content that appeared here in an earlier draft of this post.]
That validation was palpable. Students really got into the texts, reading closely at home, looking up words, and coming into class saying that they couldn't wait to talk about what they read. The students practiced using these writers' strategies to give voice to their own ideas. This was all very exciting for them and for me, convincing me of the importance of balancing the selection of cultural voices used to teach college writing, just as our democracy is validated and our nation is served best when diverse voices are respected in our national conversations. 
This list of books reflects the mission of Now Rise Books, to arm our community with cultural information and affirmation needed to participate in our national conversations that consider race, citizenship, cultural pride and contributions of many voices that represent contemporary America. Would appreciate hearing your comments and additional recommendations.. 

1. Aesop's Fables http://etext.virginia.edu/toc/modeng/public/AesFabl.html

2. The Book of Negro Folklore (Eds. Langston Hughes & Arna Bontemps, 1958)

3. A Frances E(llen) W(atkins) Harper Reader (Frances Smith Foster, 1990)

4. Reminiscences of School Life, and Hints on Teaching (Fannie Jackson Coppin, 1913)

full text here: http://docsouth.unc.edu/neh/jacksonc/menu.html

5. On Lynchings (Ida B. Wells-Barnett, ed. by Norm R. Allen, 2001, includes Southern Horrors, her first pamphlet on the subject. Later, after moving to Chicago and marrying lawyer Ferdinand Barnett, she brought out the pamphlets. A Red Record and Mob Rule in New Orleans)

6. Walker's Appeal, in Four Articles; Together with a Preamble, to the Coloured Citizens of the World, but in Particular, and Very Expressly, to Those of the United States of America, Written in Boston, State of Massachusetts, September 28, 1829 (David Walker, 1829)

7. Black Women in the Ivory Tower: 1850-1954: An Intellectual History (Stephanie Y. Evans, 2008)

8. Beloved (Toni Morrison, 1987)

9. Their Eyes Were Watching God (Zora Neale Hurston, 1937)

10. The Collected Poems of Sterling Brown (1990)

11.  The Autobiography of an Ex-Colored Man (James Weldon Johnson, 1927 [1912])

12.  The Book of Negro American Poetry, Revised Edition (ed., James Weldon Johnson, including the "Preface" to the 1st edition, 1931)

13.  Notes on the State of Virginia (Thomas Jefferson, 1832)

start with this excerpt: http://www.historytools.org/sources/Jefferson-Race.pdf

o   Notes on the State of Virginia -- http://etext.virginia.edu/toc/modeng/public/JefVirg.html

o   Notes on the State of Virginia "Laws"The administration of justice and description of the laws?

Laws - http://etext.virginia.edu/etcbin/toccer-new2?id=JefVirg.sgm&images=image

s/modeng&data=/texts/english/modeng/parsed&tag=public&part=14&division=div1

14.  The Declaration of Independence (Thomas Jefferson, et al, 1776)

http://www.archives.gov/exhibits/charters/declaration_transcript.html

15.  "I Have A Dream" speech, Dr. Martin Luther King, Jr. (I Have A Dream, ed. James Melvin Washington, 1992)

16.  Seize The Time, (Bobby Seale, 1970) see Black Panther Party Ten Point plan announced by Bobby Seale: YouTube http://www.youtube.com/watch?v=LPP0hiLuxdQ

17.  Black Studies in the University (eds. Armstead L. Robinson, Craig C.Foster, Donald H. Ogilvie, 1969)

18.  How Europe Underdeveloped America (Walter Rodney, 1972)

19.  The Mis-Education of the Negro (Carter G. Woodson, 1933)

20.  Brainwashed (Tom Burrell,  2011)

21.  Negro with a Hat: The Rise and Fall of Marcus Garvey (Colin Grant, 2010)

22.  The Wretched of the Earth (Frantz Fanon, 1963 translation)

23.  Africa's Gift to America (J[oel] A[ugustus] Rogers, 1961)

24.  Jesus and the Disinherited (Howard Thurman, 1949)

25.  They Came Before Columbus (Ivan van Sertima, 1976)

26.  The African Origin of Civilization: Myth or Reality, (Cheikh Anta Diop, 1967)

27.  The Fire Next Time (James Baldwin, 1963)

28.  Brown sugar : eighty years of America's Black female superstars (Donald Bogle, 1980)

29.  Black Men: Obsolete, Single, Dangerous?: Afrikan American families in transition : essays in discovery, solution, and hope /  (Haki Madhubuti, 1990)

30.  The U.S. Constitution http://www.archives.gov/exhibits/charters/constitution_transcript.html

and The Bill of Rights http://www.archives.gov/exhibits/charters/bill_of_rights_transcript.html

31.  Before the Mayflower: A History of the Negro in America, 1619-1962 (Lerone Bennett Jr., 1962)

32.  The Black Poets (Dudley Randall, 1971)

33.  Unbought and Unbossed (Shirley Chisholm, 1970)

34.  The Emancipation Proclamation (Abraham Lincoln, 1863)

http://www.archives.gov/exhibits/featured_documents/emancipation_proclamation/transcript.html

35.  Stride Toward Freedom (Martin Luther King, Jr., 1955) and Where Do We Go From Here, (Dr. Martin Luther King, Jr.,  1967)

36.  The Lonely Londoners (Sam Selvon, 1956)

37.  Hamlet (1603) and Romeo & Juliet (1597) (William Shakespeare)

38.  The Collected Stories of Katherine Anne Porter (Katherine Anne Porter, 1984)

39.  Nile Valley Contributions to Civilization: Exploding the Myths (Anthony T. Browder, 1992)

40.  Huckleberry Finn (Mark Twain, 1885)

41.  The House on Mango Street (Sandra Cisneros, 1984)

42.  Common Sense (Tom Paine, 1784)

43.  The Sun Also Rises (Ernest Hemingway, 1926)

44.  Sojourner Truth: Speech to the Women’s Rights Convention in Akron, Ohio, 1851

45.  Narrative of the Life of Frederick Douglass, an American Slave, Written by Himself (Frederick Douglass, 1845)

46.  The Joy Luck Club (Amy Tan, 1989)

47.  A Different Drummer (William Melvin Kelley, 1962)

48.  A’int I a Woman: black woman and feminism (bell hooks, 1981)

49.  A Small Place (Jamaica Kincaid, 2000)

50.Brothers and Sisters (Bebe Moore Campbell, 1995)

Last updated on July 10, 2012

9th Annual Walter Rodney Symposium

Join Black Classic Press Director W. Paul Coates and members of the Walter Rodney Foundation next Friday, March 23 for the 9th Annual Walter Rodney Symposium in Atlanta, Georgia.
The Walter Rodney Foundation is a non-profit organization working to advance education, health, and development by promoting human rights, social justice and sustainable development.

Since 2004, an annual symposium has been held in Atlanta, Georgia to honor the work of Dr. Walter Rodney (1942-1980), Pan-Africanist historian, educator and political activist widely known for his seminal work, How Europe Underdeveloped Africa, first published in 1972.  The goal of the symposium is to bring together scholars, researchers, activists, students and the community to discuss contemporary issues from a Rodney perspective.

Jim Haskins featured by The Brown Bookshelf

The Brown Bookshelf (BB) is conducting its annual feature, "28 Days Later," which highlights a Black writer or illustrator every day during February, Black history month.

On day 4, BB featured award-winning author, Jim Haskins. Even if you don't know him by name, you probably know of at least one of Jim Haskins's more than 200 books--most of which are non-fiction books of Black history written for children and young adults.

The last book I read by Haskins was The Geography of Hope (1999), a detailed and vivid narrative of the rugged migration that Black families made from the South into the mid-west and west, motivated by intimidation and violence of hostile White southerners. Haskins books are treasures; I'd like to see every child have one or two of his works on their home library shelves.

In case you don't know Jim Haskins, here's an opportunity to be introduced to him through the Brown Bookshelf's profile.  Then, find a Haskins books on a topic of your interest and read it. You will want to begin collecting his work for your home library, as well as to start sharing it with young people in your life.  I am working on collecting one of every book he wrote.  Would be interested to know your thoughts on Haskins work.

Afro Europe writing emerging - Kadija Sesay and Araba Johnston Arthur

The recent reports on social uprising and rioting in Britain raised awareness about the social tension in the Black British community, or in many cases, made people aware that there is a Black British community,  at all.

Kadija Sesay, Publisher, Sable Lit Magazine

At the Harlem Book Fair in July, I had a brief conversation about the growing emergence of new Black British writing with Kadija Sesay, publisher of the literary magazine, SableLit, and a writer and activist. Kadija had just participated in a panel on Black British writing standing on its own merits. The panel included poet Dorothea Smartt (ShipShape). The writers discussed Black literary activity in England and elaborated on complexities of ethnic and mainly Caribbean national identities that inform the writing categorized under the umbrella of Black British writing in the "post-colonial" era.

Here is a link to a radio interview today that Kadija Sesay participated in on the program Africa Now with another guest, activist Araba Johnston Arthur; topics include the new brand of Black British writers who have emerged in the last four or five decades, following what is known as the post-colonial era (writers such as Kwinton Lesi Johnson and Caryl Philips).

Araba Johnston Arthur, a Black Austrian writer, talked about Black Austrian writers tending to write in the English language rather than in the German, and intentionally using the term, "Black," because the term carries with it the force of Black power and Black consciousness (associated with the Black power/ consciousness movement in the United States.) Araba implied that there is essentially no equivalent term in German that carries the context of "Black power." Literature has played a significant role in resistance and, she said, "[it] still does play a very important role in making our experience more visible in talking back in the form of art." Admittedly, I have read no Black Austrian writers (that I know of)--this interview has raised my consciousness of the existence of a Black Austrian community at all.

On Africa Now, Kadija spoke of the social unrest that exploded a few weeks ago in Britain. Acknowledging that social media played a role in instigating riots--and suggests that the authorship of some text messages she saw were questionable--perhaps fabricated to perpetuate the unrest. She is right about the critical importance of literacy among Black youth and the significance of the arts in developing young people's potential. Agree with her also that critical reviews of art is essential. SableLit is working with youth, sixteen and older, to help them to advance their literary talents and to get published. In this its tenth year, SableLit has been awarded government funds to expand its work.

The Help: Truth, Fiction, and Authenticity

Welcome guest blogger, Susan Monroe. Susan is coordinator of School 29 Literacy Project, based in New Haven, CT.

Guest Blogger: Susan Monroe

Last week we learned that among the personal affects left by civil rights pioneer Rosa Parks is a six-page essay detailing an attempted rape by a white neighbor. Reportedly, Parks’ family refuted the essay as a “story,” but most, including me, have accepted the tale as plausible, factual.

Handwritten page of Rosa Parks' essay

After reading an excerpt, I was struck by the timeliness of a first person account of a black domestic. However horrific the content, I welcomed this authentic voice speaking from the past, and I accept it as an important artifact in the chronicle of oppression and sexual exploitation that is tied to race and class.

At the time the essay was written, Parks worked as a maid for a white family and like other women in that position was not only vulnerable to social and economic oppression but also to sexual aggression for the sake of survival. The previously unknown account illustrates how the shame of sexual exploitation can suppress self-expression in the form of outrage, dignity and agency, in sum, how shame can suppress retaliation. It seems fair to assume that Parks recorded the incident, held onto the essay, but felt too vulnerable to share it.  Writing out her experience may represent the only form of agency Parks felt was available to her without entrusting herself and the experience to public record. In response to learning about the essay, a friend announced to me,  “I believe Rosa Parks was a writer.”  She was.

Why am I posting this on Now Rise’s book blog? What does all of this have to do with books? Rosa Parks did not write an autobiography but took part in several “as told to” memoirs, most notably Rosa Parks: My Story, 1999, with Jim Haskins, but in just a few days a film based on Kathryn Stockett’s best selling novel, The Help (2009), will open in theaters. The book has been wildly popular but not without controversy.  I imagine the film will be, too. I have read The Help prompted by a desire to take part in the discussion surrounding it, and I eviscerated, er, uh, discussed it for it’s scandalously bad editing that robs Black southern dialect of any hint of poetry, music or suggestion of literacy of its speakers—dialect so badly written and imagined that a reader might not know whether to laugh or cry upon reading it (that is, if she can read it), dialect so badly written that it brings into questions the literacy of the writer, not that of the maids whose  speech patterns she attempts to imitate. Had Stockett or her editors ever read an artistic or poetic attempt at Black dialect?  And to whom is Aibileen speaking? We never know.

The Help

That aside (and that is a major pass), The Help has been chided for its lack of authenticity. In short, socially and politically conscious readers have noted that The Help is yet another book, film, etc., that places a white protagonist, power and privilege, at the center of and as the impetus for black political awakening and change. In this case, Stockett places Skeeter, a young white woman, as civil rights catalyst among a group of black maids in a fictional Mississippi town. In the world of The Help, the civil rights movement lurks murkily in the background although characters live in the midst of Medgar Evers’ bloody murder and the ever-emerging political power of Martin Luther King, Jr.  Somehow the maids that Skeeter engages are not impassioned by these happenings. While others are participating in sit-ins, being arrested and beaten, the maids in this community place their bets on an anonymously published book to bring about change.

With this scenario, Stockett unwittingly captures a complexity and paradox of race relations. The Help robs black women (black people) of their own social and political agency (a common device now practically a trope) while simultaneously servings as a testament to people who allow themselves to be exploited this way. The maids’ complicity in helping Skeeter is, in fact, the most authentic aspect of book. However, from a critical standpoint, I am most concerned with the notion of agency, especially in light of Rosa Parks’ found essay and from the standpoint of African American literary expression. I’ll leave the novel’s treatment of nascent modern feminism on the heels of the civil rights movement for another writer. 

What pains me is this. Aibileen, the maid whose voice begins the novel is a woman known for the power of her prayers, which she composes in a notebook. Aibileen (also the unacknowledged source for a housekeeping column Skeeter is hired to write for a local newspaper) takes the initiative to write out her narrative for her portion of Skeeter’s book. Oddly enough, given her propensity for writing, Aibileen has the most severely written dialogue in the novel. “Law,” she remarks again and again in Stockett’s crude rendering of black speech—that’s  “Lawd” or “Lord” for the rest of us. This treatment of Aibileen’s language is important since it potentially signals how the reader of The Help may perceive her writing. Skeeter says that she cleans up Aibileen’s writing, but does Aibileen write as badly as her speech has been rendered? If so, what are we to make of its value? Her intellect?

But what, you might ask, from the perspective of the novelist could be better than placing a pen in the hands of one of the maids? I would answer not giving that maid something authentic to say. Like Aibileen, Rosa Parks was a writer and recorder of authentic experiences, for instance, in her capacity as secretary to civil rights organizations. Her surviving essay about a near rape has entered and forever redirected the discourse surrounding black servitude by validating what many of have already known to be true. Given this reality, what would a maid in The Help's fictional Jacksonville, Mississippi write about? What would a personal narrative be?

By her own account, Kathryn Stockett had difficulty finding a publisher for The Help; she has said that at least 60 publishers rejected the novel and that those who eventually did publish the book knew nothing about Jim Crow law.

I just wish that if in the time it took to have her novel published Kathryn Stockett had made room for Aibileen to truly speak.

White Readers Meet Black Authors: Review of The New Jim Crow

Novelist and blogger Carleen Brice recently published Cheri Paris Edwards' review of the book, The New Jim Crow, Michelle Alexander's eye-opening book on the impact of America's prison industrial complex on poor Black and Brown populations in America. An excerpt of the post published on Brice's popular blog, White Readers Meet Black Authors, is published below. A link to the full review follows the post.

"If you're a regular visitor to this blog, you know I don't often cover nonfiction. Nothing against nonfiction (I've written some myself). Just trying to maintain some focus. However, occasionally a book grabs my attention. The New Press sent me a copy of The New Jim Crow, which is definitely worthy of any attention I can help bring to it. Before I could read this NAACP image award winner, I noticed novelist Cheri Paris Edwards mention on Facebook that she was planning to read it. Kismet. I offered her the copy the publisher sent me if she'd do a review. She kindly agreed. Below is [an excerpt of] her review."

Summary /Review of Michelle Alexander’s
The New Jim Crow-Mass Incarceration in the Age of Colorblindness
by Cheri Paris Edwards

The New Jim Crow
by Michelle Alexander

Racial control revisited In “The New Jim Crow – Mass Incarceration in the Age of Colorblindness” civil rights attorney and advocate Michelle Alexander presents a well-supported argument that America’s prison system has been used to control brown and black people in this country. She likens this control to the age of Jim Crow where laws enforcing this sort of race-based system of control were legal. Alexander’s argument begins with an absorbing introduction that includes these disturbing facts:
1. “In less than 30 years the US prison population exploded from around 300,000 to more than 2 million, with drug convictions accounting for the majority of the increase.”

2. “The United States imprisons a larger percentage of its black population than South Africa did at the heart of apartheid.”

3. “In Washington D.C., our nation’s capitol, it is estimated that three out of four young black men (and nearly all from the poorest neighborhoods) can expect to spend time in prison."

Read the full review @ White Readers Meet Black Authors

Manning Marable Tribute discussing bio of Malcolm X

Watch LIVE NOW, Wed. May 4th, @ BookTV.org 7pm ET: A Tribute to Historian Manning Marable w/ Melissa Harris-Perry, Michael Eric Dyson; Sherrilyn Ifill.

Book TV | Top Nonfiction Authors and Books

www.booktv.org

Pauli Murray (Returning Spring) Poetry - Black Poetry Post #18

Pauli Murray's poem, "Returning Spring," was highlighted in the DevotionReader.com Black poetry series for National Poetry Month 2010.
See a video featuring Rev. Pauli Murray from the TV series, "On the Road," hosted by Charles Kuralt, 1985

"I believe in reconciling the  descendants of all the slaves and the slave owners of the South.  And, by now, the genes have recirculated so, that I suspect if you put all of the people of the United States end to end according to true line blood relationship, we would all be in a long line,  all of us.
This is the fascinating thing about the South. Black, white and red are related by blood, and by culture, and by history, and by common suffering.
And so what I am saying is, ' Look, let's level with one another. Let's admit we are related, and let's get on with the business of healing these wounds--and we're not going to heal them till we face the truth.'"    Pauli Murray, On the Road TV series, 1985

Song In A Weary Throat 

Born in Baltimore in 1910, and raised in Durham, North Carolina, Pauli Murray was a lawyer, civil rights activist, feminist and human rights advocate. She graduated from Hunter College in 1933 but was denied entrance to the University of North Carolina (UNC) in 1938, more than a decade before the campaign that successfully led Floyd McKissick to become the first African American admitted to UNC.  

Pauli Murray later graduated from Howard University Law School (1944), took her Masters of Law degree at the University of California, Berkeley, and earned a Doctor of Juridical Science degree at Yale University Law School, the first Afrrican American woman to do so.

Murray wrote various texts about race and equality: her noted poem on race is "Dark Testament," written about 1943, and her book, States' Laws on Race and Culture (1950) was praised by Thurgood Marshall as "the Bible for civil rights lawyers."

In 1977, Pauli Murray became the first African American woman to be ordained as an Episcopal priest. She died in 1985. In 1987 her autobiography, Song in a Weary Throat: An American Pilgrimage, was published posthumously.

DevotionReader.com Series: 30 Ways of Looking at Black Poetry

Returning Spring by Pauli Murray

I’ll sink my roots far down
And drink from hidden rivers,
Renew my kinship with growing things—
The little ants will hold their congresses
Upon my arm, and cautious insects
Will make brief tours across my brows
And spiders spin webs from toe to toe.

The spears of sun will prick
No blade of grass to wakefulness
But I shall feel it tremble,
No further straw be laid upon a nest,
No twig but I shall see it quiver.

I’ll hear the symphonies within a stone,
Catch every murmur of the ground,
Travel the heavens with each vagrant cloud
And ark the golden islands in the sky.

http://www.devotionreader.com/poetry/black-poetry-post-18-returning-spring

“Returning Spring” by Pauli Murray in The Garden Thrives, edited by Clarence Major,
Pauli Murray, “Returning Spring” in Dark Testament, 1970.

Sources: 

http://www.episcopalarchives.org/Afro-Anglican_history/exhibit/leadership/murray.php*
   * Includes a video featuring Pauli Murray, from TV series "On the Road" host, Charles Kuralt, 1985
http://paulimurrayproject.org/pauli-murray/biography/

This post was updated on April 18, 2011 at 12:09 pm

Richard Wright: Making the Wright Connection

If you've never read any work by Richard Wright, or if you are looking for a resource to indulge your appreciation of Wright, here is a website dedicated to all things Richard Wright: the Wright Connection.

Administered by the Project on the History of Black Writing at University of Kansas (Department of English), the Wright Connection website is an online community of teachers and scholars that discusses teaching strategies, theories and new books and material about Wright's work.

You might do well to explore it as a first step toward reading Black Boy (Wright's autobiographical narrative), Native Son (Wright's magnum opus novel), Uncle Tom's Children (short stories) or any other book or even haiku written by Richard Wright.

I was pleased last semester by how much some of my students were impressed with an excerpt of Black Boy (reprinted in an anthology) called "The Library."

The excerpt describes an episode of Wright's life in the segregated south, when Blacks were not allowed to use the public library. To get around the restriction, Wright convinces a white male co-worker to write a note to the librarian that says Wright is taking out books for the co-worker. That ruse is how Richard Wright gained access to literature by H.L. Mencken, and novelists such as Sherwood Anderson, Sinclair Lewis, Alexander Dumas and Theodore Dreiser, among many others, whose skill at employing distinct points of view in their narratives shaped his early imagination as a writer.

If you've read Richard Wright, what is your impression of his work? Which of his works impressed you the most?

This guest post was published on the Book Expo Official BEA Librarian Blogger by CT State Librarian Linda Williams.  She is on point regarding American's deficient cultural literacy regarding African geography.  Her post begs the question about Americans' knowledge of U.S. geography.

The Importance of Understanding Geography and Cultural Differences

Friday, April 1, 2011

 As a librarian serving children’s and teen librarians in Connecticut, and a staunch believer in the power of stories to teach, entertain, and generally broaden perspectives, I often find myself compiling lists of books that I hope will be used to this end.

I also serve as a co-representative to the Collaborative Summer Library Program, a collaborative of 49 states which plans and administers a theme-based library summer reading program. This year’s program for children, “One World, Many Stories,” has a global/multicultural theme. A-hah! A perfect opportunity to bring forth geography based lists of books for children and teens.

I often hear that school kids are studying “Africa.” And they don’t mean the ~54 countries of Africa. Do Americans know that Africa is not a country? I’m not the only one disturbed by this. Nigerian blogger, Molara Wood, posts: “It baffles me, this stereotype of an indistinct Africa. An Africa whose separate entities are not worth recognising or getting to know.” With Egypt and Libya in the news, can we assume Americans even know where these countries are? Highly doubtful given the news that “after more than three years of combat and nearly 2,400 U.S. military deaths in Iraq, nearly two-thirds of Americans aged 18 to 24 still cannot find Iraq on a map.” Even high level politicians don’t even seem to recognize that Africa is not “a nation.” This begs the question: Is it important in an increasingly global and connected society, to understand geography and cultural differences?

If we think it is, how are we teaching African geography here in the United States? Notice I didn’t say “here in North America.” Do we stress the diversity of African countries and cultures and are children getting it?

There are well-meaning lists and instructions out on the internet (example), but I haven’t yet found another one, like the lists of Africa – Picture Books and Africa – Fiction, posted to our summer reading planning blog, that are subdivided by country.

What I learned in compiling these lists was that many African countries are not represented by name at all in children’s books. The majority of books set in the countries that are represented are historical (a few) or are about Americans working or vacationing in that country. Where are the books about life in modern day Togo? Or hey, with all that’s going on in Libya, do you think I could find you a story that takes place there? According to the excellent searchable Africa Access database, there’s one – set a century ago.

Herein lies my plea to publishers. Please publish more books set in present day African nations. Our kids need interesting stories about native people and cultures in the separate countries of the African continent.

If you don’t think it’s important, look at this map. And test your knowledge - how fast can you do this Africa puzzle?

Link: http://officialbealibrarianblogger.blogspot.com/2011/04/guest-blog-importance-of-understanding.html

Manning Marable dies: celebrate the life and legacy of a great scholar

Excerpt from a remembrance written by friend and colleague, Michael Eric Dyson, published on The Root.com:

Manning Marable: A Brother, a Mentor, a Great Mind 
By: Michael Eric Dyson | Posted: April 2, 2011 at 12:36 AM

I discovered Manning Marable as a 21-year-old freshman at Knoxville College, a historically black college I'd left my native Detroit to attend after working in factories and fathering a son during the time most college-bound kids are in school.

I was in the library stacks, browsing the sociology section, when I came upon a book that grabbed my attention: From the Grassroots: Social and Political Essays Towards Afro-American Liberation. It was clear that Marable's left politics reflected how he had baptized classic European social theory in the black experience. "Wow," I said to myself. "If Karl Marx was a brother, this is how he'd write and think."

The author photo on this intriguing book showed a young man with a handsome face that was crowned by a shock of black hair whose woolly Afro styling conjured a 20th-century Frederick Douglass. As I was to learn later, the comparison to Douglass didn't end at the 'fro, since Marable, like his 19th-century predecessor, was an eloquent spokesman for the democratic dreams of despised black people.

As I devoured Marable's brilliant work -- including his quick 1980 follow-up, Blackwater: Historical Studies in Race, Class Consciousness, and Revolution, and his pioneering 1983 work, How Capitalism Underdeveloped Black America -- I knew I was in the presence of a world-class intellectual who lent his learning to the liberation of the vulnerable masses. I was impressed that a man so smart and accomplished could so unashamedly identify with struggling black folk -- and I was really impressed that he was so young, only eight years older than I.

Read the full article at The Root: http://www.theroot.com/views/remembering-manning-marable

University Presses partnering for survival

The plight and survival plans of university presses was recently reviewed in an article on The Chronicle of Higher Education website.

March 7, 2011

University Presses Are Urged to Work Together to Survive

By Jennifer Howard
Operating in this digitally powered era of "information hyperabundance," university presses still get most of their sales revenue from print sales. But they're also putting more and more energy into trying electronic, open-access, and nontraditional publishing—and are likely to be experimenting for a very long time. So says a new report made public today by the Association of American University Presses.

Read the full article at: http://chronicle.com/article/University-Presses-Are-Urged/126633/

Promoting literacy through World Read Aloud Day

A great event to participate in tomorrow -- and every day!

 World Read Aloud Day: March 9, 2011

Nearly 1 billion people entered the 21st century unable to read a book or sign their name. What would you miss most if you could not read or write? Imagine your world without words.

World Read Aloud Day is about taking action to show the world that the right to read and write belongs to all people. World Read Aloud Day motivates children, teens, and adults worldwide to celebrate the power of words, especially those words that are shared from one person to another, and creates a community of readers advocating for every child’s right to a safe education and access to books and technology. By raising our voices together on this day we show the world’s children that we support their future: that they have the right to read, to write, and to share their words to change the world.

Read the full story at: http://www.litworld.org/worldreadaloudday

Teaching U.S. History Beyond the Textbook (to middle-schoolers) with Dr. Yohuru Williams

Teaching U.S. Hisotry Beyond the
Textbook by Prof. Yohuru Williams 

Author Tonya Bolden edited a wonderful book a few years ago called Tell All the Children Our Story, a title that could serve as an imperative directed to U.S. public schools because most do not integrate into their curricula in any comprehensive way the contributions, achievements and experiences of African descendants.

For teachers who want to do some of that, and innovate their teaching styles as well, there is a forthcoming workshop offered at the Schomburg Center for Research in Black Culture and designed by history educator, Prof. Yohuru Williams (Teaching U.S. History Beyond the Textbook: Six InvestigativeStrategies for Grades 5-12.) Here's the Schomburg's presentation summary that's sure to pique your interest. 
(If you attend, please share your experience here--thanks!)

Wednesday, April 20 9 a.m. to 3 p.m. TEACHER SEMINAR DAY
Teaching U.S. History Beyond the Textbook with Prof. Yohuru Rashied Williams
Dr. Yohuru Williams will ignite your history and social studies lessons with his innovative teaching strategies for middle and high-school educators. Using a “CSI approach” to history, Dr. Williams’ six strategies tap into students’ natural curiosity and investigative instincts. Students become detectives of the past as they ghost-hunt in their neighborhoods, solve historical crimes, prepare arguments for famous court cases, and more. Dr. Williams is one of our nations premier history educators and the author of Teaching U.S. History Beyond the Textbook: Six Investigative Strategies for Grades 5-12. Registration is required.
Contact schomburged@nypl.org or 212-491-2234 for more information.

Schomburg Center in Harlem Acquires Maya Angelou Archive

Maya Angelou’s paper trail includes a rambling, typewritten letter from James Baldwin, dated Nov. 20, 1970, addressed to “Dear, dear Sister” discussing everything from his new book to his feelings about death.

And one from Malcolm X, written on Jan. 15, 1965, assuring her, “You can communicate because you have plenty of (soul) and you always keep your feet firmly rooted on the ground.”

And a draft of her poem “On the Pulse of Morning,” which she recited at the 1993 inauguration of President Bill Clinton, showing Ms. Angelou’s changing the first line from “Rocks and Rivers and Trees” to the final, stark version: “A Rock, A River, A Tree.”

All of these things and more — a total of 343 boxes containing her personal papers and documents — have been acquired by the Schomburg Center for Research in Black Culture. The trove has notes for Ms. Angelou’s autobiography, “I Know Why the Caged Bird Sings”; a 1982 telegram from Coretta Scott King asking her to join a celebration at the King Center; fan mail; and personal and professional correspondence with Gordon Parks, Chester Himes, Abbey Lincoln and her longtime editor, Robert Loomis.


Read the full article by Felicia L. Lee printed in the New York Times on Monday, October 26, 2010

Remica L. Bingham "What we should be teaching our children"

I like this post from poet Remica L. Bingham, "What we should be teaching our children...". She begins with an example of a young'un who has memorized a poem by Billy Collins. Then, she gets to a topic close to my heart -- teaching our children poetry, which is an abbreviated way of saying teaching our children to taste, feel, and love language; to find their own voice; to recognize the power of words to bind us to meaning and liberate our imaginations; to use language to define their own lives and, with hope, to redefine our shared world in life-affirming, positive direction.

Check it at remicalbingham.blogspot.com

Here's an excerpt from "What we should be teaching our children...":

I routinely hear folks who have come one or two generations before me talk about how they were made to memorize poems and speeches during their formative years. At one time, this was a routine part of the educational system. What happened to this tool? Surely, we can make the argument that memorization and repetition help bolster critical thinking skills, so how and why has 'progressive education' all but abandoned this technique? Being an educator, I have a strange suspicion that, because there is no room for oral presentations when administering standardized exams, this learning tool has been deemed unnecessary and a waste of properly used classroom time. But what a shame that is. Imagine what children might learn, retain and grown to love (or at least remember fondly...) if we taught them to pour over words until they stuck. The toddler in the video above gives us a small glimpse of the opportunities we're missing.
--from remicalbingham.blogspot.com