Wednesday, March 31, 2021

Haley Reading (Group 2) Nafissa Thompson-Spires's "Heads of the Colored People"

[Haley Reading groups Spring 2021]

By Lakenzie Walls and Howard Rambsy II

In Nafissa Thompson-Spires's story “Heads of the Colored People: Four Fancy Sketches, Two Chalk Outlines, and No Apology," we are introduced to four characters whose individual stories intersect on a day that two of them are shot by police. The narrator takes the time to give us brief, in-depth takes on the movements, choices, and thoughts of four characters.

One of the characters, a young Black man named Riley wears colored contacts and bleached hair, and, as we're informed by the narrator, "this wasn’t any kind of self-hatred thing” (1). Another Black man, referred to as Brother Man, "was burly but not violent and rather liked to regard himself as an intellectual in a misleading package" (4).

Then, there is a visual artist Kevan, who is hundreds of miles away from the main action in the story, but would later draw images of Black men, like Riley and Brother Man, killed by police (8). Another is Paris Larkin, who longs for a superpower to "make herself visible" (10). Like her boyfriend Riley, she is devoted to cosplay.

What does this "black network narrative" lead you to consider about Thompson-Spires as a storyteller? That is to say, what's one thought you had about the creativity, style of writing, organizational approach, or artistic capabilities of a writer who composes a story that connects a variety of African American characters?

Tuesday, March 30, 2021

When Patricia Smith reads, what do we hear?

Patricia Smith, source: Chris Rolinson

Back in February, I was viewed an online conversation between Tyehimba Jess and Patricia Smith. At one point, Smith read her poem "Hey, who you got in here?" -- a conversation between women who are at a prison to visiting their sons who are serving time. 

When she read the poem, I was immediately annoyed with my own initial reading of the poem on the page. I had not given the different voices and personas the richness that Smith did. Listening to her gave me a fuller sense of two black women in a prison waiting areas conversing before meeting with their incarcerated sons.   

But perhaps we can stop right there and consider that while listening Smith, I began to imagine hearing two other black women. This idea of considering where my mind goes when I hear Smith came back to me recently after reading this article, "When Podcast Hosts Speak, What Do We Hear?"

The article focuses primarily on white people, who, the author notes, make up about 80% podcast hosts. There's some attention to the fact that black podcasts sound different or don't have the freedom "to let aurally loose" the way many white hosts sound. Legit points.

For almost two decades now, however, I have taught African American literature courses, and I have increasingly included audio recordings of poets reading. My students and I realize that there are white-black differences, but given our focus in the course, we end up thinking about the variety among black poets. 

Students view Smith's reading of her poem "Skinhead" as the most haunting. It's one thing to watch her reading the poem on Def Poetry Jam. But for years, I played only an older audio version, where there are no applause and visual. We'd just listen. 

I'm not fully sure why but the experience of listening to only her audio gives an eerie feeling. Not seeing the reader perhaps raises the image of the white supremacist in the minds of my students. Too, many of the them are not previously aware of Smith, and their introduction to her is reading in the persona of a skinhead. 

I started actively reading and listening to Smith's readings at the beginning of my career as a professor in the fall of 2003. I had completed a major project on the Black Arts Movement, and I was trying to acquaint myself with contemporary African American poets. I first came across works by Tyehimba Jess, and I noticed in interviews, he almost always mentioned Smith as an important influence and model. So I began "following" both of them long before that practice became associated with social media.

Smith is routed to slam and spoken word. But it's worth noting that she emerged from Chicago and the Green Mill Lounge, so her sound is not the same of someone who came up in, say, New York or California. 

In terms of age, Smith is a contemporary of Rita Dove, Harryette Mullen, Erica Hunt, Nikky Finney, Cornelis Eady, and Carl Phillips. Her background as a spoken word artist, however, means she projects and performs her in ways much different than them. Or put another way, she likely was inclined to think about poetry audience (at the Green Mill Lounge and at National Poetry Slam competitions) in ways that those other poets did not.     

So when Smith reads, you, or at least I, have to give thought to that background to the trajectory of poetry on page and stage.  

It's possible of course to situate Smith among various spoken word artists, including Jae Nichelle, Porsha O, Jasmine Mans, Amanda Gorman, and others. Alright. But then, what Smith does with persona stands out. In addition to mothers with incarcerated sons and a skinhead, Smith has also written/read in the voice of Hurricane Katrina and the cartoon character Olive Oyl. 

As I considered Smith's poem "Hey, who you got in here?," I thought about the poet as listener. You get the sense from that poem that Smith has spent some time pay attention to quite conversations between black women. So among other things, when Smith is reading, what you end up hearing is a production of someone who's a close listener. 

Related:

Friday, March 26, 2021

Coverage of Richard Wright's The Man Who Lived Underground



On April 20, the Library of America will publish Richard Wright's previously unpublished novel The Man Who Lived Underground. Here's a roundup of the coverage on the book. 

• May 20: Did ‘Cancel Culture’ Drive Richard Wright Underground? - Joseph G. Ramsey - The Nation
• May 13: Restored Richard Wright novel hits bestseller lists - Hillel Italie - ABC News
• May 12: What We Want from Richard Wright - Lauren Michele Jackson - The New Yorker
• May 7: The Bleak Prescience of Richard Wright - Imani Perry - The Atlantic
• May 3: Notes From Below: The lost novel of Richard Wright - Elias Rodriques - The Nation
• May 2: Wright's 'Underground' gets the full treatment - Philip Martin - Northwest Arkansas Democrat Gazette
• April 23: Nearly Eighty Years Later, Wright's novel Emerges - Aaron Coates - Chicago Review of Books
• April 23: Richard Wright’s Lost Novel - Clifford Thompson - Wall Street Journal
• April 23: Going underground - Douglas Field - TLS
• April 23: Notes From the Underground - Scott McLemee - Inside Higher ED
• April 20: Richard Wright’s Newly Restored Novel Is a Tale for Today - Reginald Dwayne Betts - New York Times
• April 20: The Man Who Lived Underground - Steve Nathans-Kelly - New York Journal of Books
• April 20: Wright's Lost Novel About Police Brutality Speaks Across Decades - Adrienne Westenfeld - Esquire 
• April 19: When Richard Wright Broke With the Communists – Colin Asher – The New Republic 
• April 19: Unearthing ‘The Man Who Lived Underground’ - Colleen Walsh - Harvard Gazette
• April 15: The Man Who Lived Underground - Christopher Borrelli - Chicago Tribune
• April 15: New Richard Wright book to be released years after death - Keydra Manns - The Grio
• April 14: Decades After His Death, Richard Wright Has a New Book Out - Noor Qasim - New York Times 
• April 3: The 10 Books You Should Be Reading This April - Tobias Carroll - Inside Hook
• March 26: Our Most Anticipated New Book Releases of April 2021 - Kat Sarfas - Barnes and Noble
• March 25: 15 New Books to Watch For in April - Joumana Khatib - New York Times
• March 25: Editors Refused to Publish Wright's Most Important Novel—Until Now - Leigh Haber - Oprah Daily
• March 23: Ethan Herisse recording "The Man Who Lived Underground" - HarperAudio - Twitter
• March 15: The Man Who Lived Underground - Donna Seaman - Book List Online 
• March 13: The Man Who Lived Underground by Richard Wright - Raymond Williams - Ballasts of the Mind
• March 6: Wright ‘The Man Who Lived Underground’ To Be Published In April - Langston Hughes Review- Twitter
• March 4: Malcolm Wright about grandfather's unpublished novel - Scott Simon - Twitter
• March 1: Next month we present Wright's previously unpublished novel - Library of America - Twitter
• Feb. 26: Wright Novel To Be Published In April - Rachel Kramer Bussel - Forbes 
• Feb. 25: Richard Wright’s The Man Who Lived Underground - Morgan McComb - HBW
• Feb. 22: Richard Wright: The Man Who Lived Underground - Library of America
• Jan. 20: The Man Who Lived Underground - Publishers Weekly
• Jan. 12: Unpublished Wright novel makes The Millions "Most-Anticipated" - Library of America - Twitter
• Jan. 8: Lit Hub has advance word on The Man Who Lived Underground - Library of America - Twitter

2020
• June 12: In February, we release The Man Who Lived Underground - Library of America - Twitter

Related:

Wednesday, March 24, 2021

Haley Reading (Group 2): Collegiate experience in a pandemic

[Haley Reading groups Spring 2021]

We're taking a pause on the short stories for this week.

After a year of the world dealing with COVID, commentators and researchers have noted how the pandemic revealed or exacerbated the vulnerability of African Americans in terms of health, in the workforce, in primary and secondary schools, and in neighborhoods and homes.

Ok, but let’s now consider how the pandemic has affected college students, especially SIUE students.

What’s one notable way that the pandemic revealed or exacerbated challenges concerning African Americans at SIUE? Or, what's one notable way that the pandemic revealed or exacerbated challenges that you face at SIUE as an African American or student of color? 

Some Examples: 
• As a black student, this pandemic has made it even harder for me to connect with other black students for study groups or other activities. Connecting virtually is an option, but it's not enough. --K. T. 

• I participated in a science conference for minorities, and it had to take place online. It was still fun, but I prefer to go the actual event itself with my classmates. –Y. H. 

• The pandemic has made it harder to afford to continue to go to university. Many people are out of work so some students may have had to drop out to help at home, or ease the financial strain on their families. --L. H.

Haley Reading (Group 1) Nafissa Thompson-Spires's "Heads of the Colored People"

[Haley Reading groups Spring 2021]

By Lakenzie Walls and Howard Rambsy II

In Nafissa Thompson-Spires's story “Heads of the Colored People: Four Fancy Sketches, Two Chalk Outlines, and No Apology," we are introduced to four characters whose individual stories intersect on a day that two of them are shot by police. The narrator takes the time to give us brief, in-depth takes on the movements, choices, and thoughts of four characters.

One of the characters, a young Black man named Riley wears colored contacts and bleached hair, and, as we're informed by the narrator, "this wasn’t any kind of self-hatred thing” (1). Another Black man, referred to as Brother Man, "was burly but not violent and rather liked to regard himself as an intellectual in a misleading package" (4). 

Then, there is a visual artist Kevan, who is hundreds of miles away from the main action in the story, but would later draw images of Black men, like Riley and Brother Man, killed by police (8). Another is Paris Larkin, who longs for a superpower to "make herself visible" (10). Like her boyfriend Riley, she is devoted to cosplay. 

What does this "black network narrative" lead you to consider about Thompson-Spires as a storyteller? That is to say, what's one thought you had about the creativity, style of writing, organizational approach, or artistic capabilities of a writer who composes a story that connects a variety of African American characters?

Wednesday, March 17, 2021

Haley Reading (Group 1): Collegiate experience in a pandemic

[Haley Reading groups Spring 2021]

We’re taking a break from the short stories this week.

After a year of the world dealing with COVID, commentators and researchers have noted how the pandemic revealed or exacerbated the vulnerability of African Americans and other people of color in terms of health, in the workforce, in primary and secondary schools, and in neighborhoods and homes.

Alright, but let’s now consider how the pandemic has affected college students, especially SIUE students.

What’s one notable way that the pandemic has revealed or exacerbated challenges concerning African Americans or students of color at SIUE?

Or, what's one notable way that the pandemic has revealed or exacerbated challenges that you face at SIUE as an African American or student of color? 

Briefly explain in a few sentences. 

Haley Reading (Group 2): Nafissa Thompson-Spires’s “The Body’s Defense Against Itself”

[Haley Reading groups Spring 2021]

By Lakenzie Walls and Howard Rambsy II

In Nafissa Thompson-Spires's story “The Body’s Defense Against Itself,” we catch up with Fatima as an adult. She is in the midst of yoga poses when Fatima notices another Black woman in the yoga session. Fatima looks back on her childhood relationship with Christinia, the only Black girl in her elementary school.

In one instance, Fatima reflects on her conflicts and rivalries with other Black girls and that preceded her thoughts about the Black woman in her yoga class. At the end of the story, she recalls, “I’ve been doing this yoga since I was a child. I wish I were more evolved” (64). Apparently, Fatima realizes that she somehow struggled with the only other Black girl or Black woman for quite some time.

It’s easy and understandable to have a judgement about Fatima’s struggles with the only other one. But for now, let’s replacement judgement with curiosity.

What’s something you became curious about, wondered about, or questioned as a result of reading this story? In brief, why would the question you raised or what you became curious about be important to consider?

Monday, March 15, 2021

In Search of Thelma L. Whiteurst

Furious Flower conference 1994. Thelma L. Whiteurst second from right, standing. Redmond Collection 

For nearly ten years, she was presented only as the "unidentified woman." But a chance email exchange allowed me to finally discover who she was.

First, the backstory.

In 2012, Mary Rose, our talented and diligent metadata librarian at Lovejoy Library at Southern Illinois University Edwardsville (SIUE), did the painstaking work of identifying hundreds of people appearing in photographs in the Eugene B. Redmond African American Cultural Life digital collection. Some people were easier to identify than others. Of course, that person in that image is Gwendolyn Brooks. Yes, that's Amiri Baraka and Sonia Sanchez. But what about the many others who were not so prominent?

Look, to find dozens of hard-to-identify people in photographs, you absolutely need a Mary Rose. She took the time to cross-reference names on conference programs with people in pictures. She made phone calls. She sent emails. She studied photos, noting what people were wearing in one context and linking an item in one image to another setting. She reached out to people who knew people.

One of my favorite Redmond images came from the Furious Flower conference at James Madison that was organized by Joanne Gabbin in 1994. The image showed eighteen people, including Mari Evans, Gwendolyn Brooks, Naomi Long Madgett, Elizabeth Alexander, and others. And then, there was one person whose name we could not find. She was not on the program. She did not appear anywhere else as a poet. Who was she? Without knowing, the decision was made to list her as we knew her: "unidentified woman."

Years went by. Rose left SIUE and is now the Archival Library Research Manager at the Madison County Archival Library. Every now and then, I would return and look at that photograph from 1994. I loved seeing all those folks. But of course, the one person unidentified haunted me.

Last month, I was exchanging emails with Joanne Gabbin and a group from the James Madison Library. At one point, poet and retired Spelman professor Opal Moore was added to the thread. During a conversation, I mentioned and shared the photograph that I had stared at for over a decade. Moore took a look and responded immediately that the so-called unidentified woman was in fact quite known to her. It was her mother, Thelma, L. Whiteurst.

Whiteurst worked for Illinois Bell for thirty-five years before retiring. She was a mother, grandmother, and great-grandmother. She was also a gospel singer, described by those who knew her as "a legendary soprano soloist." In addition, she was member of the Voices of Melody Ensemble and The Wooten Ensemble.

Whiteurst had joined her daughter Moore, a poet and professor from Spelman College, at the Furious Flower conference in 1994. When Gabbin realized Whiteurst was in attendance, she asked her to sing a song for the conference honoree, Gwendolyn Brooks. Whiteurst sang the song "My Tribute" in acknowledgement of Brooks and the momentous occasion.

At some point during the event, Redmond gathered attendees for a group shot -- a practice he has done countless times over the last four decades. Redmond prompted poets and literary scholars to gather with him for the photo. The group likely insisted that Whiteurst join them as well.

In retrospect, one reason we had trouble identifying Whiteurst by name was because she was not on the conference program. She was not a literary artist or scholar who we could cross-reference in conventional ways. So we waited and kept looking. And fortunately, I happened to share the image with Opal Moore, who also appeared in the image.

Whiteurst passed away in 2012, the same year that Love joy Library posted images from the Redmond Collection online.

Related:

Wednesday, March 10, 2021

Haley Reading (Group 1): Nafissa Thompson-Spires’s “The Body’s Defense Against Itself”


By Lakenzie Walls and Howard Rambsy II

In Nafissa Thompson-Spires's story “The Body’s Defense Against Itself,” we catch up with Fatima as an adult. She is in the midst of yoga poses when Fatima notices another Black woman in the yoga session. Fatima looks back on her childhood relationship with Christinia, the only Black girl in her elementary school.

In one instance, Fatima reflects on her conflicts and rivalries with other Black girls and that preceded her thoughts about the Black woman in her yoga class. At the end of the story, she recalls, “I’ve been doing this yoga since I was a child. I wish I were more evolved” (64). Apparently, Fatima realizes that she somehow struggled with the only other Black girl or Black woman for quite some time.

It’s easy and understandable to have a judgement about Fatima’s struggles with the only other one. But for now, let’s replacement judgement with curiosity.

What’s something you became curious about, wondered about, or questioned as a result of reading this story? In brief, why would the question you raised or what you became curious about be important to consider?

Monday, March 8, 2021

A notebook on the work of Nafissa Thompson-Spires

Entries: 

2021 

Delaying the introduction of a writer like Nafissa Thompson-Spires


Anthology editors often present biographical sketches of authors before presenting the selections. Those of us who teach literature follow a similar pattern, presenting background information on writers before covering the short stories or poems. But in my online reading group this semester, I have presented students with stories by Nafissa Thompson-Spires, and I'm delaying an introduction of biographical information on her.

The reason waiting to highlight her as a writer stands out to me is how students have responded so far to the stories. They dove in and spoke of the characters and scenes without mentioning that a creative writer composed and presented the ideas. Their focus has been on “what happened,” not who created the stories.

If we were in a classroom discussing the works, I’m sure we would have mentioned Thompson-Spires as a writer. We would have said something about how and why she produced the works. That's not the case here.

So far, their responses have focused directly on prompts about the story, and they haven’t been inclined to talk about the creator. To their credit, the students have been absorbed by issues like Black identity politics and conflicts that emerge in the stories. I’ve enjoyed following along, and I’ve been moved to see them get lost in the stories, so to speak.

Soon though, I’ll pose questions about the writer behind the stories.

Related:

Black Identity Politics and "Fatima, the Biloquist” by Nafissa Thompson-Spires


It’s been fascinating reading responses from SIUE students who are covering short stories by Nafissa Thompson-Spires. We’re reading her collection of short stories Heads of the Colored People for my online reading group. So far, it’s clear that Thompson-Spires’s stories motivate students to think about the politics of Black identity among Black people.

I’ve facilitated a series of online reading groups with about 110 to 125 Black students nearly every semester since 2009. In several of those semesters when I was energetic or more likely, when I was behaving foolishly, I organized the students into smaller groups so that I could lead two and three different books.

After all this time, I’ve become accustomed to the ways that students respond to readings, but the stories by Thompson-Spires are inspiring responses that are new to me, at least in the context of the online reading groups I’ve organized over the years.

After reading "Fatima, the Biloquist: A Transformation Story,” one student, Kayla, mentioned a scene where a Black girl was told she resembled a white girl. The scene “confirmed my views because I experienced it,” noted Kayla. “Growing up, I was always told from my own people that I acted like a “white girl”. This always made me upset, but I have since learned that there is no set way to be a black girl.”

Another student, Mya, observed that the black identity struggles in the story coincided with “issues I have been battling my whole life. I grew up in a majority white community and attended school with 1% of students identifying with a race other than white.”

Paige noted that “Too many times I have been told that I’m ‘too white to be black’ or ‘too brown to be white.’”

Another student named Fatima, which is also the name of the protagonist of the story, said that the part that really moved her was when the main character was told that "you're, like, totally a white girl, aren't you?" The student Fatima said that the comment “really stung me deeply because I have been told this by numerous people in my life… including members of my own family.” She added: “my name is also Fatima so reading that felt like a direct blow towards me.”

Related:

Saturday, March 6, 2021

Responding to Nafissa Thompson-Spires's “Belle Lettres"


This semester, students in our Haley Reading Group are covering Nafissa Thompson-Spires’s short story collection Heads of the Colored People. I’m looking forward to reading their responses to prompts that my graduate student Lakenzie Walls and I provide.

The first story we read was “Belle Lettres,” which is presented in the form of corresponding letters between two Black mothers who lob snide remarks and direct insults at each other and the other’s daughter. Students had a range of responses to the story.

“The whole read was interesting,” wrote Tracy, one of the participating students. “It went from 2 mothers talking about their kids to it becoming a shady and petty battle.” Another student Kalonji pointed out that “the pettiness rose to such a high point where an educated grown woman resorted to a direct verbal assault on the mental state of a child which was a reach in itself.”

Justin observed that “As an African American who grew up in a predominately black area, I've witnessed exchanges like this regularly.”

Another student had apparently witnessed similar behavior before. “In all honesty, seeing two mothers compete over their daughter’s achievements was no surprise,” wrote Paige. “The biggest shock to me was that they let this rivalry affect their young children.”

Tymera was troubled that children became the target of insults: “The part that stood out to me most is how one of the mothers was insulting the other mom’s daughter. It’s one thing to not like the parent but to talk about her daughter isn’t right.”

For Evan, the mothers had deeper personal problems themselves: “The way these women speak to each other is abhorrent and sad. It is obvious that each of their insecurities forces them to attack the other to overcompensate for their own lacking self-esteem.”

Not all students were disturbed by the mothers. Alexys noted that some of the insults “made me laugh out loud when I read it the first time.”

“This entire story,” wrote Carah, “had me rolling in laughter.” She pointed out that the mothers were “roasting each other’s children based off of frivolous schoolgirl issues.” They could do better Carah thought: “They should be sticking together. The women need to get their children to feel a sense of community.”

I was intrigued by the varied responses from the students. Next time I cover this story, I’ll want to get more of their reactions about what they thought Thompson-Spires was up to by producing a story like this.

Related:

Wednesday, March 3, 2021

Haley Reading (Group 2) Nafissa Thompson-Spires's "Fatima, the Biloquist"

[Haley Reading groups Spring 2021

By Lakenzie Walls and Howard Rambsy II

In Nafissa Thompson-Spires's story “Fatima, the Biloquist: A Transformation Story” a teenage Black girl questions her identity and sense of self while attending a predominantly white school. She struggles to feel black enough and befriends Violet, a black teenager with albinism. Violet provides Fatima with guidance—teaching her different connotations and phrases with secondary Black-inflected meanings.

In one example, Fatima considers the racial implications associated with her brown top lip and pink lower one. At school around white people, “she talked with her pink lip, and with Violet, she talked with her brown one” (75). Fatima’s observations about navigating different environments as a Black girl persist throughout the story.

Identify what you thought of as an important scene from the story about the challenges awaiting a Black girl who “felt ready to become black, full black,” which is to say, a Black girl who embraces aspects of African American culture in more deliberate ways. 

Then, answer this question: how did the scene you identified confirm or alter your views concerning what a Black girl might face? Please provide the page number for the scene you identify.