20th Century African American Women

"“What were they saying?” Daly asked. “They disapprove of your profession,” Doro told him. “Heathen savages,” Daly muttered. “They’re like animals. They’re all cannibals.” “These aren’t,” Doro said, “though some of the their neighbors are.” “All of them,” Daly insisted. “Just give them the chance.” Doro smiled. “Well, no doubt the missionaries will reach them eventually and teach them to practice only symbolic cannibalism.” Daly jumped. He considered himself a pious man in spite of his work. “You shouldn’t say such things,” he whispered. “Not even you are beyond the reach of God.” “Spare me your mythology,” Doro said, “and your righteous indignation.” Daly had been Doro’s man too long to be pampered in such matters. “At least we cannibals are honest about what we do,” Doro continued. “We don’t pretend as your slavers do to be acting for the benefit of our victims’ souls. We don’t tell ourselves we’ve caught them to teach them civilized religion.”"

"He was surprised when I ignored him. He is wealthy and arrogant and used to being listened to even when what he says is nonsense—as it often is."

"She glanced at him. “What gods do you respect?” “None.” “And why not?” “I help myself,” he said."

"She was too alert, too alive not to have the kind of mind that probed and reached and got her into trouble now and then."

"Sometimes, one must become a master to avoid becoming a slave."

"I got up to leave. There was nothing more to be said. He had asked for what he knew I could not give, and I had refused."

""There're are worse things than being dead." (p253)"

"Some of his neighbors found out what I was doing and offered him fatherly advice. It was dangerous to educate slaves, they warned. Education made blacks dissatisfied with slavery. It spoiled them for field work. The Methodist minister said it made them disobedient, made them want more than the Lord intended them to have."

"He didn’t look all right to me. “Has anyone gone for the doctor?” “Marse Tom don’t hardly get Doc West for ague. He says all the doc knows is bleeding and blistering and purging and puking and making folks sicker than they was to start.”"

"Slavery was a long slow process of dulling. (p183)"

"“He’s a fair man.” I looked at him, startled. “I said fair,” he repeated. “Not likable.” I kept quiet. His father wasn’t the monster he could have been with the power he held over his slaves. He wasn’t a monster at all. Just an ordinary man who sometimes did the monstrous things his society said were legal and proper."

"There was no shame in raping a black woman, but there could be shame in loving one. (p124)"

"Margaret Weylin complained because she couldn’t find anything to complain about."

"I lost an arm on my last trip home. My left arm. (beginning of Prologue)"

"A pet. In pets, free will was tolerated only as long as the pet owner found it amusing."

"He showed me his fantastic library first, and that helped me warm to him a little. A guy with a room like that in his house couldn’t be all bad."

"“I’ll tell you,” she said softly. “But you won’t like it.” He looked away from her. “I asked for the truth. Whether I like it or not, I have to know.”"

"I can’t do it, Joachim. I wouldn’t be able to live with myself. A long leash is still a leash. And Coransee will still be at the other end of it, holding on."

"There is a vast and terrible sibling rivalry going within the human family as we satisfy our desires for territory, dominance, and exclusivity. How strange: In our ongoing eagerness to create aliens, we express our need for them, and we express our deep fear of being alone in a universe that cares no more for us than it does for stones or suns or any other fragments of itself. And yet we are unable to get along with those aliens who are closest to us, those aliens who are of course ourselves. All the more need then to create more cooperative aliens, supernatural beings or intelligences from the stars. Sometimes we just need someone to talk to, someone we can trust to listen and care, someone who knows us as we really are and as we rarely get to know one another, someone whose whole agenda is us. Like children, we do still need great and powerful parent figures and we need invisible friends. What is adult behavior after all but modified, disguised, excused childhood behavior? The more educated, the more sophisticated, the more thoughtful we are, the more able we are to conceal the child within us. No matter. The child persists and it's lonely."

"Hooks is a contentious writer, and I don't always agree with her contentions, but Ain't I a Woman has an intellectual vitality and daring that should set new standards for the discussion of race and sex."

"A dangerous form of psychological splitting had to have taken place, and it continues to take place, in the psyches of many African Americans who can on one hand oppose racism, and then on the other hand passively absorb ways of thinking about beauty that are rooted in white supremacist thought."

"When television screens had only rare images of black folks, black people were more critically vigilant about these representations. Even when blackness was represented 'positiviely,' as it was in early black television shows like Julia, which focused on the life of a black nurse, the beauty standard was a reflection of white supremacist aesthetics."

"The more Lil' Kim distorted her natural beauty to become a cartoonlike caricature of whiteness, the larger her success."

"Indeed much of the literature written about black folks in the post-civil rights era emphasized the need for jobs. Material advancement was deemed the pressing agenda. Mental health concerns were not a high priority."

"Revolutionary feminism embraces men who are able to change, who are capable of responding mutually in a subject-to-subject encounter where desire and fulfillment are in no way linked to coercive subjugation. This feminist vision of the sexual imaginary is the space few men seem able to enter."

"The moment we choose to love we begin to move against domination, against oppression. The moment we choose to love we begin to move towards freedom, to act in ways that liberate ourselves and others."

"To be in touch with senses and emotions beyond conquest is to enter the realm of the mysterious."

"All teachers—in every teaching situation from kindergarten to university settings—need time away from teaching at some point in their career. The amount of time is relative. Certainly, the many unemployed teachers, especially at the college level, could all work some of the time if teachers everywhere, in every educational system, were allowed to take unpaid leaves whenever they desired."

"To perform with excellence and grace teachers must be totally present in the moment, totally concentrated and focused. When we are not fully present, when our minds are elsewhere, our teaching is diminished. I knew it was time for me to take a break from the classroom when my mind was always someplace else. And in the last stages of burnout, I knew I needed to be someplace else because I just simply did not want to get up, get dressed, and go to work. I dreaded the classroom. The most negative consequence of this type of burnout is manifest when teachers begin to abhor and hate students. This happens."

"Understanding that there are times when we “must work for money rather than meaning,” educator Parker Palmer describes in The Courage to Teach the way continuing to work at any vocation, but particularly teaching, when we are no longer positively engaged does violence to the self “in the precise sense that it violates my integrity and identity . . *. When I violate myself, I invariably end up violating the people I work with. How many teachers inflict their own pain on their students, the pain that comes from doing what never was, or no longer is, their true work.”"

"Like many teachers I found grading to be one of the most stressful aspects of teaching."

"Just as I evaluated my students in each class I taught, I evaluated myself. Continual self-evaluation was the experience that made my burnout more apparent and intense. Just as students whose grade shifts from an A to a C feel bad, I felt bad when I felt that my teaching was not consistently A+."

"Working within an educational system wherein the faculty was 90 percent white and the student body 90 percent non-white, a system wherein both the banking system of education and racially biased notions of brilliance and genius prevailed, I felt alienated from colleagues."

"Many of my colleagues were well-meaning liberals who worked overtime at their teaching tasks and who were simply unenlightened when it came to issue of race. Although well-meaning, they unknowingly often perpetuated racist stereotypes, claiming that the presence of so many non-white students, a great many of them foreigners, had lowered standards. Concurrently, they believed they had to lower their standards to teach these “backward students.”"

"When I chose to teach at a big state school, many of my colleagues warned me that I would be disappointed by the students, that I would find myself “teaching down.” These warnings came from colleagues who taught at elite schools, and they were echoed by my new colleagues. I found that my students at this public institution were just as brilliant and open to learning as my beloved Yalies, but that the difference was often in levels of self-esteem."

"When I taught at elite private schools, where most students lived on campus or nearby, if I faced such a problem it was easy to locate a student (even if it meant knocking on their door at home) to seek an explanation and a solution to problems. This process could not happen at a commuter school where students often lived two or three hours away. Locating a student often took hours of time. And by the time a connection was made it was too late for grades reflecting excellence."

"Teaching with excellence and being rewarded for this work by excellent student work is a truly ecstatic experience."

"Working within the conventional corporate academic world where the primary goals of institutions is to sell education and produce a professional managerial class schooled in the art of obedience to authority and accepting of dominator-based hierarchy, I often felt as though I was in the dysfunctional family of my childhood where I was often in the outsider position and scapegoated, viewed as both mad and yet a threat. To regain my sense of full integrity as a self, I needed to leave the academy, to remove from my life the constant pressure to conform or to endure punishment for non-conformity."

"Suddenly I was in a world where every day was a day off. And it did not feel empowering. I had to face being without the magic of the classroom and the caring community of learners I had dwelled in for most of my adult life, being always either student or teacher. Like many retirees I suddenly felt as though I was cut off from a system that had been a form of life support. Without it, life felt less interesting, less compelling. I was the teacher alone with myself, the teacher facing myself as the pupil, needing to chart a new journey for myself."

"Despite my criticism of the banking system of education, I had unwittingly been seduced by the notion of the set classroom time as the most useful vehicle to teach and learn. Dislocated, with time on my hands to contemplate being outside the structured classroom, I began to think of new ways to be immersed in teaching. Dislocation is the perfect context for free-flowing thought that lets us move beyond the restricted confines of a familiar social order. Like many individuals seeking a new path, I pondered what I would do in the world of teaching and learning if I were free to design and choose."

"As an intellectual working as an academic I often felt that my commitment to radical openness and devotion to critical thinking, to seeking after truth, was at odds with the demands that I uphold the status quo if I wanted to be rewarded. My integrity was as much at risk in the academic world as it had been in the non-academic work world, where workers are expected to obey authority and follow set rules. While much lip service is given to the notion of free speech in academic settings, in actuality constant censorship—often self-imposed— takes place."

"Like many folks accustomed solely to teaching in university settings, I was comfortable talking with and teaching adults, but I was afraid I lacked the skills to engage in meaningful dialogue with children. Persuading me that this was nonsense, that I could do it, G. let me loose in her classrooms and in auditoriums filled with third- and fourth-graders. This work was challenging. It was not paid labor. This experience, and the many more that followed it let me know that if one is willing to work without pay there are many formal educational settings that will welcome informal teaching interventions."

"My leaving a high-ranking tenured position opened up new spaces for teaching and learning that renewed and restored my spirit and enabled me to hold onto the joy in teaching that makes my heart glad."

"I learned a lot from the black arts movement. I loved reading black feminist thinkers on my own (outside of academia)—Audre Lorde, Barbara Smith, Angela Davis, June Jordan, bell hooks, etc."

"My own book Women, Race and Class was one of many that were published during that era, including, to name only a few, This Bridge Called My Back, edited by Gloria Anzaldúa and Cherrie Moraga, the work of bell hooks and Michelle Wallace, and the anthology All the Women Are White, All the Blacks Are Men, but Some of Us Are Brave: Black Women's Studies. So behind this concept of intersectionality is a rich history of struggle. A history of conversations among activists within movement formations, and with and among academics as well."

"We need to recognize the destructive role played by the media in fanning the flames of the "Black-Jewish Conflict." Cornel West, bell hooks, Richard Green, Barbara Christian, Henry Louis Gates, Marian Wright Edelman, Nell Painter, Albert Raby....Why are these names not as well known outside the African American community as the names of Louis Farrakhan or Leonard Jeffries? Are they, in their diversity and dynamism, less representative of the African American community?"

"Radical black feminists have never confined their vision to just the emancipation of black women or women in general, or all black people for that matter. Rather, they are the theorists and proponents of a radical humanism committed to liberating humanity and reconstructing social relations across the board. When bell hooks says "Feminism is for everybody," she is echoing what has always been a basic assumption of black feminists. We are not talking about identity politics but a constantly developing often contested, revolutionary conversation about how all of us might envision and remake the world."

"Today's mic-hogging, fast-talking, contentious young (and old) lefties continue to hawk little books and pamphlets on revolution, always with choice words or documents from Marx, Mao, even Malcolm. But I've never seen a broadside with "A Black Feminist Statement or even the writings of Angela Davis or June Jordan or Barbara Omolade or Flo Kennedy or Audre Lorde or bell hooks or Michelle Wallace, at least not from the groups who call themselves leftist. These women's collective wisdom has provided the richest insights into American radicalism's most fundamental questions: How can we build a multiracial movement? Who are the working class and what do they desire? How do we resolve the Negro Question and the Woman Question? What is freedom?"

"the choice of bell hooks, her great-grandmother, which she put in lowercase letters, said to us that it is not me, Gloria Watkins, who is the most important; it’s what these words are and the model of my great-grandmother Bell Hooks, who stays in my consciousness. And the small letters also captured, I think, bell hooks’s always transgressive oppositional self. So, I’m not going to even use capital letters. I’m not going to use my name. I’m going to use my transgressive great-grandmother’s name on those books...fundamentally, she was a teacher. And by “teacher,” I meant she believed that her audience was broader than the academy or broader than higher education, and she wanted to reach the largest number of people, regular people, young boys, children, that she could. And she wanted to have the broadest impact on the broadest amount of people. And so, when I think of bell hooks, I think about her primarily as a teacher...And she was very much impacted by teachers. She was very much impacted, for example, by the Buddhist person Thich Nhat Hanh. And I think that she saw herself in some ways as a person who would sit with — sit with — young people and community people and students and help them understand this world in which we live, which is full of all kinds of domination. So I see her as a teacher...She was hard-hitting. She was sometimes merciless in her critiques. She was unrelenting. She was courageous. She was in your face. But she was also gentle. And I was just listening to that sort of soft voice, gentle spirit, passionate and always, always trying to tell the truth, from her perspective...She wanted little Black boys to love themselves. She wanted little Black girls with so-called nappy hair to love themselves, which is why she wrote that book about — of being nappy. So we might think about love as a sort of innocuous, trivial, nonpolitical project, but she knew that loving ourselves, all people, but particularly people of color and Black people in the U.S., to love ourselves is a radical political act. And that’s one of the people’s favorite books, All About Love, because I think we understood that, that if you don’t love yourself, if you don’t engage in self-love, you cannot possibly change the world. And so, that was an extremely important intervention in terms of her writings...Her constant naming of imperial white supremacist patriarchy, which can also be framed if we borrow Kimberlé Crenshaw’s term “intersectionality” — bell didn’t use the term “intersectionality.” She wanted us to hear “imperial white supremacist patriarchy” — and later she added “heteropatriarchy” — because she wanted to name what that was. But it is essentially the concept of intersectionality, which goes back to the 19th century Black women, such as Maria Stewart and Ida B. Wells. And so she never stopped saying it, “imperial white supremacist heteropatriarchy,” because she wanted us to hear it over and over and over again so that we could eradicate it...she always insisted, lived the life that she wanted to live, lived it on her own terms."

"Plagued by Western habits of either-or, dualistic thinking, we all may fail to understand that race, class and gender interconnect to sustain a corporate ruling class. In the language of African-American essayist bell hooks, they are interlocking systems of oppression. Neither Latina nor Anglo women should yield to the temptation of making a hierarchy of oppressions where battles are fought over whether racism is "worse" than sexism, or class oppression is "deeper" than racism, etc. Instead of hierarchies we need bridges which, after all, exist to make two ends meet."