For my research project I will be researching
the history of Black English: the development from African people coming as
slaves developed to the Black Freedom Movements (also known as the Civil Rights
Movement) and the effect it has had on English studies in classrooms now. After
the research I have done, I am in awe by the perseverance blacks have had to
keep their native language, be able to go to school, be seen as equal, and
still comes back to blacks trying to keep their native tongue. My most useful resource will be Vernacular Insurrection—a book—which goes
into detail about black [an appositive
to explain what book I will be using. Parenthetical dashes are used to show
that it’s not necessary but it explains what my resource is] “Race,
Protest, and the New Century in Composition-Literacies Studies” (cover) throughout
the US and effect is has on classes in society today.
What I
have below are my notes from my 5 sources. It explains the facts that I think
are important for my research paper and will help me later to have them set up
this way. With the notes I have so far (I haven’t written specific notes for
the last two) do you think they will be helpful for my paper? Does my paper
seem like it has a distinct order and will be a useful thing to research for my
future teaching?
Notes from
Sources:
·
Vernacular Insurrections
o 1920’s
student protest
§ Many black
colleges held strict dress code and behavior codes
§ Black
publications used to keep black communities informed
§ UNIA
·
Article 31:
o Majority
white teachers
o Teach
blacks to the inferior
·
Article 30
o Education
that is prejudice free
·
Article 49
o Negro
children be taught negro history
§ Fisk
University
·
Chant “Before I’ll be a slave, I’ll be buried in my
grave”
o Prefer
burial than the slavery of higher education learning
o Spurred the
protests in the ‘50s and ‘60s
§ New
Literary Studies (NLS)
·
“…believe that power to black students will come from
mimicking the grammar of standardized forms…substitute that belief…knowing
anything substantial about the history and present reality of black students’”
(32)
o Emancipation
movement
§ Shortened
summer breaks
§ Choosing
school over clothes or food
§ Asked to
open earlier
§ Walked
barefoot on ice
§ Not just
students
§ Surprised
by how fast slaves learned
o Sipuel v.
board of Regents of University of Oklahoma
§ Denied to
university of Oklahoma because of race
§ Roped off
section of state capital
§ Had 3
people come to teach her
o Page 52
o Many white
teachers don’t understand how to put into effect STROL
o Pedagogy is
presented as black and white history—not one history
o More white
students than black (92)
o STROL what
not always used in the way it was supposed to
§ Or in a way
that was beneficial
§ Would teach
it offensively
·
Speak native tongue at a picnic
·
Must speak proper at a dinner setting
§ To use
STROL we must know and understand the student (98)
·
BBC Full
History http://www.pbs.org/beyondbrown/history/fullhistory.html
o Goes over
trials that were well known in the 1950’s and what happened
o The
Aftermath
§ The NAACP
won
·
Brown V. Board
·
Revolutionized the courts, lawyers, and law under
social justice
·
Smitherman
o From Africa
to the New World and into the Space Age
o Black
Dialect
§ Africanized
form of English
§ Two dimensional
·
Language and style
§ African
slaves
·
Developed pidgin
·
Evolved into a creole
·
Different African tribes
o Ibo ,Yoruba,
Hausa
§ Status
depended on use of white English
·
Frederick Douglas
§ Gullah
People
·
South Carolina and Georgia
§ Contemporary
Black English looks back to an African Linguistic tradition
·
Ebonics and
the danger of racial politics: a socialist viewpoint
·
Insurrections:
approaches to resistance in Composition Studies
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