Abstract

Abstract:

This essay reflects on "loving Blackness" as a pedagogical tool in assigning Honorée Fanonne Jeffers's The Age of Phillis. As such, it articulates the possibilities for regarding the inner lives of Black people beyond the constraints of anti-Blackness and white supremacy. When released from this antagonism, we challenge our students with exploring Black life on its own terms. This approach informs how we brought STEM students and advanced English literature students together to reconsider and reimagine the potential narrative strands found in pre-nineteenth-century Black history and the promises of Black futures using The Age of Phillis as a model.

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