Black Women and Literacy in Feature Films

The reading “Black Women and Literacy in Feature Films” by Joanne Kilgour Dowdy is a passage about Black leading actresses and the roles that they portray in different feature films. Dowdy examined several movies and noticed somewhat of a trend. The actresses in the movies portrayed Black women who were facing different social and economic issues. Some of these issues were caused by the Black woman having a low literacy level. While in others, the women were shown to have high literacy levels yet it seems that they can do nothing to change their situation.

In the film “Losing Isaiah” Halle Berry played a drug addict who left her new born child in a dumpster in an alleyway. Eventually she cleaned herself up and wanted to take responsibility for her actions and reclaim her child. Her literacy level becomes a major road block for her. Because she was illiterate, it was hard not only for her to prove to everyone that stood between her and reclaiming her son that she was capable of caring for him but it was also hard for her to connect with Isaiah and his foster family and gain their trust. In the movie “Music from the Heart”, Angela Basset plays an educated Black woman, working as a principal who is struggling to help the children in her school by integrating programs into the curriculum that will broaden their horizons i.e. a classical music program. Regardless to being not only literate, but also intelligent, Basset’s character cannot reach her goal. Just as her hopelessness begins to settle in a white female helps her achieve her goal, making her the heroine of the movie.

Overall this reading is discouraging. Many readings that we have read this semester have tried to encourage young Black Women to take power into their own hands and become educated. Though I do not believe Kilgour intended to write it this way, this particular reading has an underlying tone of hopelessness to me. It almost seems as if no matter what one does and no matter how strong of an education they obtain, as a Black women were meant to struggle. Thoughts like these are detrimental to the growth of educated Black females in the world today.

"She was Workin like Foreal"

The article “She was workin like Foreal” conveys in literal terms African American women in the hip hop culture dramatically working their images in society and the mass media imposing negative stereotypes on Black women as a whole. There is an interview in between the lines of the article between an individual representing for the “brothas” and other individuals opposing his representation. The interview critically illustrates how African American womens’ sexual stereotypes in mass media heavily affect our experiences and images in the world. The depicted images are strippers and video dancers in hip hop videos. This intensity of sexual imagery allow for men to degrade them by treating them like mere objects. Also the hip hop culture has an impact on the literacy and knowledge-making of these women in videos. This culture has defined these ideologies.
In the interview the individual B.E. representing for the “brothas” defends the jargon of how a woman’s actions in these videos are not degrading if it is their choice. In reality their performance not only degrades them but imposes a negative image on all Black women. Also these actions reflect the times of slavery. Women were treated like inhumane objects. They were used solely for reproduction in most cases. White men sexually abused them which gave them power over their minds and bodies. In today’s society this is still the case because of the inferiority that Black women and women in general feel. However, in the hip hop culture, women try to shift this power by redefining traditional sexual and gender performances. They believe that they have authority when they are stripping or dancing in these videos. This idea is an obvious disgrace to all African American women. Consequently, it portrays a Black woman’s image to be defined as unattractive, incompetent, and insignificant in terms of society. From a child’s perspective, there is the infamous “doll test” to see how a child views race. One would present the child with a white doll and a black doll. When asked which doll is prettier, frequently the child responds pointing to the white doll.
When exploring natural beliefs about Black women and our race as a whole, many do not usually correlate our race to having societal knowledge. We hold a negative depiction. In order to avoid these depictions and natural beliefs, we must redefine how many perceive our race in society. This will allow a direct result of positive images and stereoptypes on Black women. The title “She was Workin like Foreal” can be redefined in terms of Black women working hard in society to improve the way society portrays them and overall having societal change.

Going Against the Grain

I truly enjoyed reading Going Against the Grain: The acquisition and Use of Literacy. One thing that stuck out to me was the efflorescence of African American women for education. The writer states, “African American women have understood with great clarity two things: the power of language and learning and the inherent hostility of the context within which people of African descent must live in the United States.” Black women have valued education and are making efforts to become literate. With the determination to break barriers that white society has set up for them, African Americans have created three types of schools in which one and can receive an education. Through Sabbath school, Missionary school, and the public school movement the efforts to reach literacy development can be achieved.
However, post the civil war era, many African American parents were not fond of the public school systems. The article stated, “They did not want to subject their children to abuse of white southerners or to a southern-designed system of ‘Black’ education, which they knew to be inferior.” Thus creating private schooling and historically Black colleges and universities strictly for African American students. Within these Black universities, students can learn about their history and gain an education that is tailored to their needs. Throughout ones career at an HBCU, students are encouraged to voice their opinion and challenge history and fact making.
As I read this section of the article, I reflected to my senior of High school and the application process. One of my main reasons for choosing to attend Spelman College was because it was a Historically Black, liberal arts institution created just for women. Spelman offers core classes, that explore American as well as, black history within the African Diaspora. If I had attended a State school, the curriculum would barely cover any form of black involvement in American History. I am grateful for civil leaders and activist, like Mary Stewart and Charlotte Forten, who made it possible for me to attend school today and have the same rights and privileges as my white counterparts.

Going Against the Grain: The Acquisition and Use of Literacy

When reading “Going Against the Grain: The Acquisition and Use of Literacy” many different thoughts came to mind. Overall the reading seems to be about African Americans, the oppression that they have faced over the years, and their attempts at changing their inferior position in society. The essay goes into depth about how African Americans have been oppressed and mistreated from the time of slavery up until the present. The motif of this reading seems to be literacy. Literacy seems to constantly resurface as the only way many slaves were able to better themselves. Literacy was also a form of resistance for many slaves. By becoming literate they were resisting being dehumanized and being transformed into mere property, which was precisely what the slave masters wanted. Unlike many readings about slavery, this reading shows how Blacks were proactive in changing their circumstances.
What stood out the most in this reading to me were the different perspectives on slavery held by Whites. Often when the institution of slavery is presented to students there are many generalizations made. Students sometimes leave the classroom setting believing that all White people held the same hatred towards Black people and wanted to keep them bound by the chains of slavery forever. There are several different point-of-views that should be taught so that the student may come to their own conclusion about slavery and the people involved. There were Whites who believed in individual rights, but did not consider Blacks equal to Whites; therefore those rights were not inherent to them. Then there were also those who believed that slavery was wrong but made absolutely no efforts to inspire change, even if they had the power to do so. There were also people who believed that African Americans may not have been equal to White people, only because they had never been given the chance to show their true potential due to the oppressive chains they had always been bound by. In essence, what I am saying is just as it was not correct for African Americans to be generalized and treated according to this generalization, it is not correct to generalize Whites when it comes to their role in slavery.

Going Against the Grain

African Americans have fought long and hard for a good education. In the past, slavery imposed negative images on how womanhood was defined. African American women specifically were seen as inventory for reproduction and were treated as genderless insignificant chattels. Their womanhood was defined as capital workers. They were doubly oppressed because of their gender and race. However, women remained strong. They were said to have been beaten down in the past but not broken. They sought literacy as their key mechanism to change the way society viewed them. The only way to obtain this literacy was through activism, advocacy, and action.
The quest that African American women set out on was mainly for literacy and learning. Through this literacy they could redefine their sense of womanhood and present themselves through their writing. This literacy was like a tool that allowed them the ability to reimagine their worlds and better themselves. Through their stories of visionaries of women, they used sociocognitive ability. They wrote and taught others what they learned. Activism led women to take on roles throughout their African American communities. They were mothers, teachers, social activists and problem solvers. Their spirits were set on activism and the right to life, liberty and the pursuit of happiness. Women like Clara Howard sought for the opening doors of opportunity. She helped in the creation of schools of our own which were African American public colleges and universities. After the 19th century there was an ever present grand momentum for literacy.
Spelman College is a perfect testament to the fact that Black women can stand together as one strong body who express their passions, ideas, and excellence through literacy. If it wasn’t for slavery in the past and the long fight for education that our African ancestors endured, this strong body would not be present. They paved the way for future generations who long to be literate and tell individual stories of the different African American visionaries. In this chapter, “Going against the Grain” there is an important factor that states “African American women have built a tradition of literacy and action and have established themselves as uses of the word, as “dark spinners of word magic”. This entails that all Black literate women have come a long way on this call for human rights and literacy. This action has led to the establishment of historically Black colleges such as Spelman and continues to provide standards of excellence in every aspect of literacy. In this case, women went against the grain to gain a higher level of literacy.