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The Invisible Reader and 21st Centur...

Augustine, Kesi Amandla.

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The Invisible Reader and 21st Century African American Children's Literature.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Invisible Reader and 21st Century African American Children's Literature./
Author:	Augustine, Kesi Amandla.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	276 p.
Notes:	Source: Dissertation Abstracts International, Volume: 79-12(E), Section: A.
Contained By:	Dissertation Abstracts International79-12A(E).
Subject:	American literature. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10743004
ISBN:	9780438170438

The Invisible Reader and 21st Century African American Children's Literature.
Augustine, Kesi Amandla.

The Invisible Reader and 21st Century African American Children's Literature. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 276 p.

Source: Dissertation Abstracts International, Volume: 79-12(E), Section: A.

Thesis (Ph.D.)--New York University, 2018.

This dissertation positions itself among the emerging scholarship that interrogates the relationship between racism and the lack of literature for, by, and about African American youth. It focuses on scenes of learning how to read and write in the autobiographical writing and selected fiction of award-winning authors Walter Dean Myers, Jacqueline Woodson, and Zetta Elliott, who respond to the persistent lack of literature for African American children written by African American authors. These authors reveal that they grew up as "invisible readers," a term I use to describe their ability to witness, but not participate in literary texts due a lack of mirrored representation about Black childhood. I claim that Myers, Woodson, and Elliott are writers who envision alternate possibilities for young Black readers beyond the confines of superficial and insidious stereotypes about their "badness."

ISBN: 9780438170438Subjects--Topical Terms:

523234
American literature.

The Invisible Reader and 21st Century African American Children's Literature.
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500 $a Source: Dissertation Abstracts International, Volume: 79-12(E), Section: A.
500 $a Adviser: Elizabeth McHenry.
502 $a Thesis (Ph.D.)--New York University, 2018.
520 $a This dissertation positions itself among the emerging scholarship that interrogates the relationship between racism and the lack of literature for, by, and about African American youth. It focuses on scenes of learning how to read and write in the autobiographical writing and selected fiction of award-winning authors Walter Dean Myers, Jacqueline Woodson, and Zetta Elliott, who respond to the persistent lack of literature for African American children written by African American authors. These authors reveal that they grew up as "invisible readers," a term I use to describe their ability to witness, but not participate in literary texts due a lack of mirrored representation about Black childhood. I claim that Myers, Woodson, and Elliott are writers who envision alternate possibilities for young Black readers beyond the confines of superficial and insidious stereotypes about their "badness."
520 $a I see that the canonical writers of African American literature like Langston Hughes, James Baldwin, and Toni Morrison inspired Myers, Woodson, and Elliott to write about Black childhood. Today, these writers are creating complex ways of depicting Black childhood through multi-genre, graphic, free verse, mixed reading levels, and self-published texts that seek to authentically portray Black childhood as a complex experience. I use response theory, pedagogical theory, teacher guides for secondary school, literary scholarship, statistics on publishing trends, historical narratives, newspapers, transcripts and photographs from literary events with Black authors in New York City, cultural monuments and exhibits, and original interviews with writers to support my textual analysis.
520 $a The first chapter, "Walter Dean Myers' Bad Boy and The Quest to Empowered Reading/Writing as a Racial Monster," focuses primarily on Myers's memoir, Bad Boy (2003), and how it exposes the cultural practices that stifled his empowerment as a Black reader and writer. Myers would later become the "Shaquille O'Neal" of children's literature while writing about authentic Black experiences. Myers describes the belief in the "badness" of Black boys, the confinement of Blacks to menial labor in the 1940s and 50s, and the potency of shame in educational practices. He also describes his struggles with his speech impediment. In addition, Myers reveals that, despite the rich literary history of the Harlem Renaissance, school taught him to equate whiteness with authorship, and Black masculinity with academic mediocrity. I argue that Bad Boy shows that a lack of diversity also results from a web of negative programming about the intrinsic value of Black children as readers. This lack of value renders Black child readers invisible. I notice how Myers---in the vein of his literary heroes Langston Hughes and James Baldwin---encourages us to implicate the publishing industry, in addition to the lack of variety of representations of Black children. These interconnected systems sustain the invisible Black child reader. Through Myers, we understand that diversity in children's literature means: including Black characters in our storylines, representing diversity of genres, creating supportive teaching practices, and increasing children's access to diverse artists. I conclude by gesturing toward writers and cultural institutions that have cited Walter Dean Myers as their inspiration for helping to create more books for Black children.
520 $a The second chapter, "The Civil Rights Movement is Now: Nonlinear Time, Infinite Imagination, and Liberation through Literacy in Jacqueline Woodson's Brown Girl Dreaming," remains interested in the question of authentic Black writing, the invisible reader, "badness" of Black child readers, and shame in educational practices. Author Jacqueline Woodson and her verse memoir Brown Girl Dreaming (2014) is the basis for this chapter. Her trajectory continues from Walter Dean Myers'. I argue that Woodson's memoir, that blends Black sensibilities into the genre of the young adult verse novel, shows how her literacy came into formation through her interrogation of Black freedom. She collapses linear time in her poems to present her version of a multidimensional Black girlhood, a girlhood that is unfettered by region, race, time, or civil liberties. In addition, she presents the Civil Rights Movement of the 1960s and 70s as unfolding in the ongoing present tense---it is now. As such, Woodson, like Walter Dean Myers, rejects children's literature's indifference toward Black girls, and offers all of her young readers, an intimate history of activated leadership in response to racial injustices. I argue that Woodson presents Black girls' ability to dream and imagine as an extensive of their autonomy, in addition to being one of the key tools for shaping the "Civil Rights Movement now." (Abstract shortened by ProQuest.).
590 $a School code: 0146.
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