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Gender and Sexuality in Modern Czech Culture
The Violent Man in African American Folklore and Fiction
The figure of the violent man in the African American imagination has a long history. He can be found in 19th-century bad man ballads like "Stagolee" and "John Hardy," as well as in the black convict recitations that influenced "gangsta" rap. "Born in a Mighty Bad Land" connects this figure with similar characters in African American fiction. Many writers -- McKay and Hurston in the Harlem Renaissance; Wright, Baldwin, and Ellison in the '40s and '50s; Himes in the '50s and '60s -- saw the "bad nigger" as an archetypal figure in the black imagination and psyche. "Blaxploitation" novels in the '70s made him a virtually mythical character. More recently, Mosley, Wideman, and Morrison have presented him as ghetto philosopher and cultural adventurer. Behind the folklore and fiction, many theories have been proposed to explain the source of the bad man's intra-racial violence. Jerry H. Bryant explores all of these elements in a wide-ranging and illuminating look at one of the most misunderstood figures in African American culture.
Childbirth, Motherhood, and Social Networks in the Old South
In Born Southern, V. Lynn Kennedy addresses the pivotal roles of birth and motherhood in slaveholding families and communities in the Old South. She assesses the power structures of race, gender, and class—both in the household and in the public sphere—and how they functioned to construct a distinct antebellum southern society. Kennedy’s unique approach links the experiences of black and white women, examining how childbirth and motherhood created strong ties to family, community, and region for both. She also moves beyond a simple exploration of birth as a physiological event, examining the social and cultural circumstances surrounding it: family and community support networks, the beliefs and practices of local midwives, and the roles of men as fathers and professionals. The southern household—and the relationships among its members—is the focus of the first part of the book. Integrating the experiences of all women, black and white, rich and poor, free and enslaved, these narratives suggest the complexities of shared experiences that united women in a common purpose but also divided them according to status. The second part moves the discussion from the private household into the public sphere, exploring how southerners used birth and motherhood to negotiate public, professional, and political identities. Kennedy’s systematic and thoughtful study distinguishes southern approaches to childbirth and motherhood from northern ones, showing how slavery and rural living contributed to a particularly southern experience.
Educating Boys in Urban America, 1870–1970
Contemporary debates about the tendency toward poor academic performance among boys of color point to inadequate and punitive schools, poverty, and cultural conflicts. Julia Grant offers a historical perspective on the "boy problem," revealing it as an issue that has vexed educators for more than a century. Since compulsory schooling was enforced, immigrant, poor, and boys of color have constituted the most school-averse population with which educators have had to contend. Public schools developed vocational education, organized athletics, technical schools, and evening continuation schools—contributing to a culture of masculinity that devalued academic success in school. Urban educators sought ways to deal with the many "bad boys"—almost exclusively poor, immigrant, or migrant—who skipped school, behaved badly when they attended, and sometimes landed in special education classes and reformatory institutions. The problems these boys posed led to sustained innovations in public education and juvenile justice. This historical perspective sheds light on contemporary concerns over the academic performance of boys of color who now flounder in school or languish in the juvenile justice system. Grant's cogent analysis will interest education policymakers and educators, as well as scholars of the history of education, childhood, gender studies, American studies, and urban history.
Male Sensibility in America, 1890–1920
Are men truly predisposed to violence and aggression? Is it the biological fate of males to struggle for domination over women and vie against one another endlessly? These and related queries have long vexed philosophers, social scientists, and other students of human behavior. In Brutes in Suits, historian John Pettegrew examines theoretical writings and cultural traditions in the United States to find that, Darwinian arguments to the contrary, masculine aggression can be interpreted as a modern strategy for taking power. Drawing ideas from varied and at times seemingly contradictory sources, Pettegrew argues that traditionally held beliefs about masculinity developed largely through language and cultural habit—and that these same tools can be employed to break through the myth that brutishness is an inherently male trait. A major re-synthesis of late nineteenth- and early twentieth-century manhood, Brutes in Suits develops ambitious lines of research into the social science of sexual difference and professional history’s celebration of rugged individualism; the hunting-and-killing genre of popular men’s literature; that master text of hypermasculinity: college football; military culture, war making, and finding pleasure in killing; and patriarchy, sexual jealousy, and the law. This timely assessment of the evolution of masculine culture will be welcomed and debated by social and intellectual historians for years to come.
Classic Hollywood Comedians and Queered Masculinity
Film scholars and fans have used distinctive terms to describe the Classic Hollywood comedian: He is a "trickster," a "rebel," or a "buffoon." Yet the performer is almost always described as a "he." In Buffoon Men: Classic Hollywood Comedians and Queered Masculinity, Scott Balcerzak reads the performances of notable comedians such as W. C. Fields, Eddie Cantor, Jack Benny, Stan Laurel and Oliver Hardy, Bert Wheeler and Robert Woolsey, and Bud Abbott and Lou Costello through humor and queer theory to expose a problematic history of maleness in their personas. He argues that contrary to popular notions of Classic Hollywood history, these male comedians rearranged or, at times, rejected heteronormative protocols. Balcerzak begins by defining the particular buffoonish masculinity portrayed by early film comedians, a gender and genre construct influenced by the cultural anxieties of the 1930s and '40s. In chapter 1, he considers the onscreen pairing of W. C. Fields and Mae West to identify a queered sexuality and drag persona in Fields's performance, while in chapter 2 he examines the two major constructions of Fields's film persona-the confidence man and the husband-to show Fields to be a conflicted and subversive figure. In chapter 3, Balcerzak considers the assimilation and influence of Eddie Cantor as a Jewish celebrity, while he turns to the cross-media influence of Jack Benny's radio persona in chapter 4. In Chapters 5 and 6, he moves beyond the individual performer to examine the complex masculine brotherhood of comedy duos Laurel and Hardy, Abbott and Costello, and Bert Wheeler and Robert Woolsey. Buffoon Men shows that the complicated history of the male comedian during the early sound era has much to tell us about multimedia comedic stars today. Fans and scholars of film history, gender studies, and broadcast studies will appreciate Balcerzak's thorough exploration of the era's fascinating gender constructs.
Feminist Education against Sexism, Classism, and Racism
A dynamic exploration of the Califia Community, a long-running Los Angeles-based grassroots alternative education group formed in the mid-1970s, whose richly diverse membership offered a compelling array of responses to feminism’s key issues.
Theory and Practice in the Study of Race, Gender, and Culture
In recent decades, the concepts of race, gender, and culture have come to function as “calling cards,” the terms by which we announce ourselves as professionals and negotiate acceptance and/or rejection in the academic marketplace. In this volume, contributors from composition, literature, rhetoric, literacy, and cultural studies share their experiences and insights as researchers, scholars, and teachers who centralize these concepts in their work. Reflecting deliberately on their own research and classroom practices, the contributors share theoretical frameworks, processes, and methodologies; consider the quality of the knowledge and the understanding that their theoretical approaches generate; and address various challenges related to what it actually means to perform this type of work both professionally and personally, especially in light of the ways in which we are all raced, gendered, and acculturated.