Search citation statements
Paper Sections
Citation Types
Year Published
Publication Types
Relationship
Authors
Journals
This essay introduces the major themes and concerns of “Genealogies of Black Modernity in the Long Nineteenth Century,” a special issue of American Literary History. How does modernity look when read through Black diasporic literary production in the long nineteenth century, broadly conceived? What new narratives can we create by reading this literature as participating in and producing transatlantic genealogies of literary modernity? How does reading Black literary modernity in the nineteenth century disrupt our understandings of modernity as a conceptual framework both for contemporary scholarship and as an object of nineteenth-century Black intellectual inquiry? This introductory essay defines Black modernities of the long nineteenth century as a set of related, sometimes connected, practices and questions focused on the nature of Black life and culture in an ever-shifting antiblack world. Writers from Phillis Wheatley to Pauline Hopkins—to offer one framing—were invested in chronicling and intervening in the newness of their moment, even as they worked to imagine new possibilities for the future. Our task, then, was to deliberate over what something called modernity meant and means for and in African American literary history through the archive of Black writing and through the terms and forms these writers set forth.
This essay introduces the major themes and concerns of “Genealogies of Black Modernity in the Long Nineteenth Century,” a special issue of American Literary History. How does modernity look when read through Black diasporic literary production in the long nineteenth century, broadly conceived? What new narratives can we create by reading this literature as participating in and producing transatlantic genealogies of literary modernity? How does reading Black literary modernity in the nineteenth century disrupt our understandings of modernity as a conceptual framework both for contemporary scholarship and as an object of nineteenth-century Black intellectual inquiry? This introductory essay defines Black modernities of the long nineteenth century as a set of related, sometimes connected, practices and questions focused on the nature of Black life and culture in an ever-shifting antiblack world. Writers from Phillis Wheatley to Pauline Hopkins—to offer one framing—were invested in chronicling and intervening in the newness of their moment, even as they worked to imagine new possibilities for the future. Our task, then, was to deliberate over what something called modernity meant and means for and in African American literary history through the archive of Black writing and through the terms and forms these writers set forth.
With educational campaigns that ask ‘Why isn’t my professor Black?’ and ‘Why is my curriculum white?’ there is a push directed towards institutions to provide an education that is diverse, inclusive and representative of the liberal ideals that many promote. This is being done primarily through a discourse of decolonization. In this article, I consider the formulation for a truly decolonized curriculum by first assessing what constitutes a ‘colonial’ education, especially one that is deserving of decolonization. I then discuss the parameters of educational decolonization, by thinking with decolonial and anti-colonial thinkers, to assess the tenability of a decolonized curriculum. Ultimately, I suggest what forms a decolonized curriculum might take by drawing on diaspora theory and by describing broader programmatic requirements within the framework of the Black Radical Tradition that offers decolonial epistemologies as a broad praxis for education.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
customersupport@researchsolutions.com
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.