Black Culture and Black Consciousness: Afro-American Folk Thought from Slavery to Freedom

Mugleston, William F.; Levine, Lawrence W.

doi:10.2307/492563

Cited by 8 publications

(46 citation statements)

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“…Third, the categorization of slave rebellion and resistance as not essential in the Support Document is a missed opportunity to teach students a counter-narrative that does not treat slaves as passive victims. Such a counter-narrative would serve to enhance the African American tradition of viewing slaves with honor (Levine, 1977/2007) and instill pride within them to engage in the material (Delpit, 1992; Ladson-Billings, 2009). Finally, the Support Document presents a dominant narrative that excludes slave culture and the contributions of African Americans to the economic health of the United States.…”

Section: Discussionmentioning

confidence: 99%

“…Once the dominant narrative was established, I developed a counter-narrative to the themes of the dominant narrative using the scholarship of various historians. For the most part, the historians offer a progressive or new left historiographical perspective (Foner, 1970, 1998; Levine, 1977/2007). I also purposefully selected white male historians with South Carolina connections (Burton, 2007; Edgar, 1998) to establish that counter-narratives exist within the literature produced within the state.…”

Section: Methods and Purpose Of The Studymentioning

confidence: 99%

“…Additionally, a counter-narrative would demonstrate the ingeniousness of resistance through semantics of language (Lester, 1968) and how slave rebellions such as those led by Gabriel Prosser and Denmark Vesey garnered national attention (Burton, 2007). Finally, Levine (1977/2007) noted that slaves must be viewed as heroes for partaking in resistance and that African Americans should speak of slaves and slave resistance with pride. However, the dominant narrative offered in Support Document limits and excludes discussions of slaves in heroic terms.…”

Section: African American Heroes Agency and Honormentioning

confidence: 99%

“…Also absent from the Support Document are the family lives and culture of slaves, an important component of a counter-narrative. Levine (1977/2007) noted that slave culture allowed slaves to be legally oppressed but spiritually free. Indeed, slave culture grew from African folkways into a vibrant culture unique in food, folktales, and religion (Edgar, 1998; Genovese, 1974; Levine, 1977/2007).…”

Section: Perpetuation Of Negative Stereotypesmentioning

confidence: 99%

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The Dominant Narrative of Slavery in South Carolina's History Standards

Eargle

2016

The Journal of Social Studies Research

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Using a critical analysis approach, I investigated the dominant narrative of slavery and African Americans prior to the Civil War in the 2011 South Carolina Social Studies Academic Standards Support Document for the 11th grade U.S. History course. Findings indicate that the Support Document does not offer a complete narrative of slavery and African Americans, perpetuates a negative image of African Americans, excludes themes of African American heroism, and maintains myths related to slavery. The dominant narrative found in the Support Document was compared to the scholarship of historians to construct a counter-narrative for teacher leaders to consider during curriculum development.

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Section: Discussionmentioning

confidence: 99%

Section: Methods and Purpose Of The Studymentioning

confidence: 99%

Section: African American Heroes Agency and Honormentioning

confidence: 99%

Section: Perpetuation Of Negative Stereotypesmentioning

confidence: 99%

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The Dominant Narrative of Slavery in South Carolina's History Standards

Eargle

2016

The Journal of Social Studies Research

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“…Therefore, how the dock community actively created positive experiences in the face of continual insecurity not only helped to define experiences of solidarity but functioned as a form of resistance itself by creating moments of love and laughter during difficult times. Willis (1977), Skeggs (1997) and Levine (2007) have previously acknowledged humour's social role as a form of cultural resistance or coping mechanism in differing historical contexts. I deepen our understanding of humour by tying it explicitly to the history of emotions.…”

Section: The Emotions Of Solidaritymentioning

confidence: 99%

Love, laughter and solidarity on the docks in Liverpool, c.1950s–1990s

Copestake

2023

The Sociological Review

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By focusing on love and humour, this article examines the role of positive emotions in the making and remaking of solidarity on the docks in Liverpool to demonstrate that solidarity was, and still is, embedded within power dynamics that shaped daily life. After outlining the persistent insecurities dock workers and their families faced due to the casual system of employment in place until 1967, the dangerous nature of work and the impact of containerisation, I assess how experiences during this period were remembered. A combination of oral history interviews and archival records of the National Dock Labour Board and the Mersey Docks and Harbour Company are used to highlight the significance of family support, the dockers’ bucket and nicknames to understanding the emotional dimensions of class. Ultimately, I outline that solidarity action should not be understood as overt moments of political struggle alone as it was sustained by creating moments of happiness and joy.

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Oral and literate traditions among Black Americans living in poverty.

Heath¹

1989

American Psychologist

118

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Verbal skills traditional in many Black communities were acquired by a pattern of socialization that emphasized children's participation in community interaction, their adaptability to changing circumstances and their individual interpretive talents. These skills, including the oral negotiation of written materials in family and social context, were largely adaptive to community needs but his pattern of language socialization was not as congruent with school use of oral and written language as the mainstream socialization pattern. Current changes in the needs for language use in the workplace call for greater adaptability, collaborative skills and individual responsibility and commitment. Aspects of traditional Black language socialization could make a contribution here, but current changes in Black family and community structures in inner-city life are rapidly eroding the earlier pattern. The changing workplace needs raise educational problems for both mainstream and minority populations.

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Black Culture and Black Consciousness: Afro-American Folk Thought from Slavery to Freedom

Cited by 8 publications

References 0 publications

The Dominant Narrative of Slavery in South Carolina's History Standards

The Dominant Narrative of Slavery in South Carolina's History Standards

Love, laughter and solidarity on the docks in Liverpool, c.1950s–1990s

Oral and literate traditions among Black Americans living in poverty.

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