Einherjar86
Active Member
Those are all great rebuttals, and I don't have definitive answers to them; but I see them as complements to the series of questions I already ask myself when dealing with works of African American literature.
All I'll say is that I regularly teach Flannery O'Connor's "The Artificial N--er," excerpts from Ellison's Invisible Man, and George Schuyler's Black No More, and I don't think speaking the n-word aloud in class allows students to better understand the historical dynamics of the word. I think they get that already from reading the assigned works.
When I think of respecting these authors and their work, I have difficulty reducing that to simply reiterating what's on the page without second thought. Yes, Baldwin wanted white people to read his work; but I think his point of cordoning off the n-word with quotation marks and italics is that he's calling out the non-necessity with which the word is used. Baldwin always said that the word didn't illuminate or identify a specific situation or problem in the world, but a sociological pathology of white people. The word is a construction of the white worldview, and the point is to move beyond it. I think that comes through powerfully in the writing, and I'm not sure that repeating the word in class pays respect to the work; in fact, I think you could argue that not saying it pays respect to the author and his work.
This isn't to define my position on the issue, just to highlight what I see as the unstable social dynamics of using the word in an educational setting.
All I'll say is that I regularly teach Flannery O'Connor's "The Artificial N--er," excerpts from Ellison's Invisible Man, and George Schuyler's Black No More, and I don't think speaking the n-word aloud in class allows students to better understand the historical dynamics of the word. I think they get that already from reading the assigned works.
When I think of respecting these authors and their work, I have difficulty reducing that to simply reiterating what's on the page without second thought. Yes, Baldwin wanted white people to read his work; but I think his point of cordoning off the n-word with quotation marks and italics is that he's calling out the non-necessity with which the word is used. Baldwin always said that the word didn't illuminate or identify a specific situation or problem in the world, but a sociological pathology of white people. The word is a construction of the white worldview, and the point is to move beyond it. I think that comes through powerfully in the writing, and I'm not sure that repeating the word in class pays respect to the work; in fact, I think you could argue that not saying it pays respect to the author and his work.
This isn't to define my position on the issue, just to highlight what I see as the unstable social dynamics of using the word in an educational setting.