scholarly journals Black Literature and Literacy Theory

1985 ◽  
Vol 14 (2) ◽  
Author(s):  
Charles Nama
Keyword(s):  
Black Literature ◽  
Literacy Theory

A Customizable Information Quality Activity in Business and Management Courses: Recommendations for Research

2021 ◽  
pp. 237929812199705
Author(s):  
Joseph G. Gerard ◽  
Reena E. Lederman ◽  
Jack P. Greeley
Keyword(s):  
Education Research ◽  
Information Literacy ◽  
Information Quality ◽  
Management Education ◽  
Successful Implementation ◽  
Literacy Theory ◽  
New Research ◽  
Business And Management ◽  
Future Management

As business and management instructors, we increasingly struggle with student inattention to information accuracy and quality in our courses, especially when student-based research is required and misinformation is more prevalent. Without the time to teach information literacy (IL) skills, we created a series of information sourcing (IS) prompts that were small and flexible enough to be deployed anywhere we might need IL reinforcement. We describe this “IS plug-in,” share challenges surrounding its creation and successful implementation across multiple courses, and explain its grounding in information literacy theory. We then provide insights and recommendations for future management education research that arose from experiences with the unique IS plug-in approach and in-depth application of new research in IL. We provide recommendations for expanding the IL Framework’s use and measurement, and improving our understanding of authority and information versus belief.

Black Literature for the "Culturally Deprived" Curriculum

1970 ◽  
Vol 59 (9) ◽  
pp. 1229
Author(s):  
Jean Alexander
Keyword(s):  
Black Literature

Learning Slavery

2018 ◽  
Author(s):  
Richard Lyman Bushman
Keyword(s):  
White Women ◽  
Black Children ◽  
Black Families ◽  
Black Literature ◽  
White Children ◽  
Housing Management ◽  
Running Away ◽  
Plantation Agriculture ◽  
The Revolution

Plantation agriculture created a culture in which commanding a slave became a mark of distinction. Large owners left a slave to each of their children as one of the accoutrements of a respectable lady or gentleman. White children of necessity had to learn to be masters and their black companions to be slaves. Much of this learning occurred through the stories of black-white relationships which slaves told each other. The stories formed a body of black literature which was passed along with other skills like singing and playing. White masters had to learn to provide supplies for their workforce—food, clothing, housing. Management of a large plantation called for the skills of a quartermaster. Whites, furthermore, even white women, had to learn to demand and to punish. As they grew, black children had to decide if they were to seek to be trusted by their masters or take a chance on resistance. Resistance could involve little more than slacking off work when not under the master’s gaze. Or it could mean running away. During the Revolution, black families that were seemingly quiescent took the chance on joining the British forces and ran away. Blacks concealed their true feelings in hiding places in their minds.

scholarly journals "I's Natural Homicidal": Violence and Silence in Execution Poems

2014 ◽  
Vol 3 (1) ◽  
Author(s):  
Eshe Mercer-James
Keyword(s):  
Western Society ◽  
Taxi Driver ◽  
Black Literature ◽  
Titus Andronicus ◽  
State Punishment ◽  
Slave Rebellion ◽  
Self Actualization ◽  
History Of ◽  
Black Man ◽  
Black Equality

The inescapable presence of violence throughout George Elliott Clarke's oeuvre proposes that the silence imposed on the black community is only overcome through violence. The inevitability of violence is particularly evident in his collection Execution Poems. This collection recounts the “Tragedy of George and Rue,” cousins of his mother who killed and robbed a white taxi driver and were then the last people hanged as state punishment in New Brunswick. Through protagonists’ rationalizations for the crime and with their familial connection to him, Clarke collapses time and justice to place the black man outside of history and within violence. Silence then becomes a visceral experience for black males. Clarke suggests that Western society enacts its silencing of the black male through violence, thus combating this enforced voicelessness becomes a matter of violent vengeance: the only expression impossible to ignore. In a reflection of a peculiar position of blackness in Canada, the inescapability of violence for the black man who wishes to express his subjective being is grounded in a Western history of violence as retribution, which culminates in the diasporic struggle for black equality as enacted by black Americans. Clarke uses intertextual references to Shakespeare's Titus Andronicus and the iconic slave rebellion leader Nat Turner to locate his characters in a greater mythology of the battle for self-actualization, for a voice. Clarke himself is implicated in this violence, despite his recuperative ability to write poetry. The violence which drives the aptly titled Execution Poems reflects his belief that black literature still functions as a transgression for the wider community. Clarke posits the escape from this silence as an inherent act of violence.

The Documentary Mode in Black Literature - Reply

PMLA ◽  
1981 ◽  
Vol 96 (1) ◽  
pp. 106-107
Author(s):  
Barbara Foley
Keyword(s):  
Black Literature

Chicago’s Letters Group and the Emergence of the Black Chicago Renaissance

2020 ◽  
pp. 222-244
Author(s):  
Richard A. Courage
Keyword(s):  
African American ◽  
University Students ◽  
Cultural History ◽  
Richard Wright ◽  
Literary Tradition ◽  
Black Literature ◽  
New Negro ◽  
New Negro Movement ◽  
Chicago Renaissance ◽  
History Of

This chapter unearths the history of a literary circle formed in 1927 to publish a journal called Letters and foster appreciation of black literature. Its leader was Chicago Defender city editor Dewey Roscoe Jones, whose reviews in his weekly “Bookshelf” column established him as black Chicago’s premier literary critic and commentator on the Harlem Renaissance. Most participants in Letters were university students, but they were joined by several older writers, including poets Fenton Johnson and W. H. A. Moore. Future Black Chicago Renaissance luminaries Richard Wright and Frank Marshall Davis visited occasionally but felt unwelcome. Recovering this missing link in cultural history deepens scholarly understanding of the New Negro movement beyond 1920s Harlem and of early evolution of an African American literary tradition in Chicago.

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