Dysfunctional Literacies of Exclusion

Mandi Chikombero's Dyfunctional Literacies of Exclusion discussion the two main literacies in the novel Nervous Conditions which are traditional and colonial/modern literacy which "both belong to the category of cultural literacy (i.e., the knowledge and practice of ideas, values, and attitudes of a specific society)" (150).
As explained, traditional literacy has to do with "oral traditions, myths, legends, folktales, songs, and dances" that Tambu, the main character, learns (151). On the other hand, colonial/modern literacy is to be influenced by "Christianity, western civilization, and commerce", all of which was attained in Zimbabwe, the setting within the novel (154). In my own words, i would say cultural literacy would be to learn about aspects of cultural literacy: the language, beliefs, attire, religion, and overall lifestyle.
To balance both, i would say, is a difficult task to acquire. Wanting to learn of your family's and ancestors traditions but also having to conform to the society in which you live in can be an unbalanced scale in one's mind.
This specific struggle I have seen within my own life regarding me being a student in college. I have to decide each day to value my traditional values I once used as I lived with my parents or my modern literacy of just merely going through my day as a student. My traditional literacies taught me to wake up and pray, go to class, study, and attend my extracurricular activitites. But on the other hand, my modern literacies reveal me learning from my surroundings which are my classmate, my friends, and other students. To go and relax in lower manley, to hang out with my friends, go to parties; all the things of society.
Chikombero's essay displaying that there can be a conflict within balancing more than one literacy is relatable. Some may have to balance other literacies as: occupational literacy, religious literacy, classroom literacy, etc...I believe, however, having multiple literacies makes one a well-rounded, wholesome, diverse individual. I feel there is nothing wrong with more knowledge and information.

Black and on Welfare: What You Don't KNow About Single-Parent Women

"Women should be tough, tender, laugh as much as possible, and live long lives. The struggle for equality continues unabated, and the woman warrior who is armed with wit and courage will be among the first to celebrate victory." -- Maya Angelou, (1993)

This quote opens the article, "Black and on Welfare" by Sandra Golden. This article details the struggles of a young woman's life and her decision to turn to government help. With her decision to do so, and the factors causing her to do so yield wild yet common stereotypes and mis-judgement of character, surprisingly from those whose jobs it is to help her. Golden gives details of this story, describes the welfare system, sites some reflections from other black females concerning welfare, provides her idea of the source of literacy development and recommendations in bettering the welfare system.

Golden states in her text the perception of Black women involved with the welfare system. "Unfortunately, our perceptions are that Black women on welfare have no interest in working and prefer staying at home, rather than obtaining employment and providing for their families." Golden gives credit to the Welfare System for recognizing Black women's academic literacy, however, they fail to recognize the home, family, community and social literacies that are equally important.

Golden breaks down the Welfare System into four important components or purposes. First, to provide assistance to needy families so that children can be taken care of in their own homes or in the homes of relatives. Second to end dependence of needy parents on government benefits, by promoting job preparation, work, and marriage. Third, to prevent and reduce out of wedlock pregnancies, and finally to encourage the formation and maintenance of two-parent families. (cited in Mink, 1998, pp. 104- 193)

In 1999 Golden conducted a study that invited 12 single-parent Black females to discuss their issues and concerns regarding the new law of the restriction of Food Stamp entitlements. During this study Golden found many things concerning welfare and the perception of these Black women who utilize it. They are undermined and criticized for "putting themselves in that position". She combatted these accusations through the evidence of the women in her study that overcame their battles. The literacies that are not recognized by the Welfare System were also highlighted by Golden and she gave supportive evidence stating the literacy gained during home, family, community, and social involvement and participation.

During this text, several questions arose in my mind. First and foremost, if there is a program in place for the benefit of public assistance, why is their criticism and harsh judgement to those who take advantage of the system? Are we stuck so much in the mindset that women aim to be "barefoot and pregnant" all the days of their existence? If the program is in place for assistance there shouldn't be any judgement and undermining. Positivity doesn't come easily from negativity. We are STILL, even today, still proving ourselves in society; as African American, as a women, and as Literate African American Women.

Going Against The Grain

White people didn’t think of blacks as humans, so there for, when the talk about life, liberty, and the pursuit of happiness came about they didn’t believe it applied to African Americans, “…white people claiming individual rights and natural rights for themselves while simultaneously suppressing the rights of people of African descent.” (Going Against the Grain 117). It’s crazy how something as simple as skin color made the minds of white people believe that African Americans weren’t human. They had all the same body parts as they did and all the biological factors that make humans human. The ignorance level was so high back then, that they didn’t know any better.

In ADW, we just learned about how the Europeans colonized Africa. They developed the African countries at the expense of the Africans, just so they could make money. They made them do harsh labor and treated them like slaves again. There justification for treating them like things was because they didn’t believe they were human.

I feel like the reason why President Adams did nothing about slavery, even though he didn’t care for it, was because he didn’t want to be judged. He was considered an elite white man, and because of that he had to agree with the policy of slavery. He was brought up with it and everyone around him participated, so he had to keep quite. He might have kept quiet so the white people wouldn’t talk about his presidency in a negative way; he wanted to be liked.

Jefferson too, was a man who was said to be against slavery, but didn’t act on it appropriately. He had slaves himself, but didn’t like the concept of slavery, how ironic. He also didn’t know any better and just wanted to fit in. Who knows, but maybe he didn’t treat the slaves he had like true slaves. Jefferson had children with slave women, so he actually liked black people. I think that after he was already in the slavery business he got to know African Americans for who they truly were and realized that they were in fact human, and not some aliens. He just didn’t know how to handle the situation.

Women and Literacy in Alice Walker's The Color Purple

Women abused by men have been brain washed into thinking they are no good. The horrible treatment they are given affects them psychologically. “Realizing that her life is demeaning, Celie does not actually know that she deserves better.” (Walters 141), after being treated poorly for so long, the abused women begin to think they are supposed to be treated in that way and their lives are worthless. The childish treatment they have been given will carry on with them when they are free or deal with other people who don’t abuse them. They will eventually follow everyone’s orders on instinct, even if its not a command. The childish aspect comes from them being told what to do and getting in trouble for making minor mistakes they aren’t aware they are making.

Men are intimidating, therefore women may keep quiet to avoid being mocked, doubted, or beaten. They have been taught to let others think for them. Abused women aren’t allowed freedom, so when they get it, they don’t know what to do with themselves; Celie from the color purple is a prime example, “I think what color Shug Avery would wear…something purple maybe a little red in it too” (p.20).

Once women abused by men get out of that relationship, they begin to hate men and the next guy they date will be paying for the other man’s faults. The new man in their lives will be blamed for things he didn’t even do yet. The women will just expect that he will do wrong because the last man did wrong. She puts all men in the same category; she thinks that all men are just alike. Women who are abused do not know how to love correctly, their view on what love is has been altered negatively.

"Going Against the Grain: The Acquisition and Use of Literacy"

In the 1800s African Americans were primarily concerned with the advancement and betterment of themselves as a culture. Some were freed, and some were still enslaved; but all had an obvious thirst for knowledge. Even during enslavement, they would form creative ways to educate each other secretly without the overseer having knowledge of it. They would sing songs of encouragement and strength in their native languages, that the overseer was most commonly foreign of. Some enslaved children would stand outside their master's child schoolhouse and eavesdrop to gain some information. The tactics they took in order to learn and expand their knowledge indicates how important it is to take advantage of the present day resources and opportunities available.

Education and literacy remained important in the African culture. It was a way out, or at least a closer step to fleeing from the oppression they endured. During this time there were three different types of schooling. There had always been the Sabbath education system, during the Civil War came Missionary schooling, and once integration came, Public schooling was an option.

Sabbath schooling was implemented prior to as Royster calls it "free" or "public" education. This education was primarily church- sponsored. It often followed the traditional Bible school, or was an extension of it. It was primarily taught by African Americans (primarily church mothers and deaconess') in the evenings and on weekends.

During the Civil War, northerners and church organizations invested in African American literacy through what was called Missionary teachings. This extended normal activities and caused them to be intellectually beneficial.

The final method of schooling available for African Americans that came last was public education. Most African American parents that had the resources to enroll their children into the public school system chose not to. They did not favor this method of teaching because although integration was supported and implemented, did not make everyone a fan of it. Everyday they were sent to school, blacks would face harsh racism and brutality from White Southerners; whether parents, faculty, or peers. As if this weren't enough to have to bear with, African American parents knew that even in a racially mixed institution, the black curriculum and education was obviously inferior to that of the white students. They were given more opportunity, resources and better environment.

With all of these three different types of schooling considered, I feel that African Americans had everything fighting against them, and still fought to overcome the negative. This part of the article, explicitly gave me reason to absorb everything I can, as much as my capacity allows, so that I may achieve great things for myself and my ancestors.

Transformative College Literacy of Literate Black Women Peer Counselors

While reading about the schema theory, I thought about what I learned in ADW last semester, about the construction of knowledge. Like the schema theory, in a dialectic-learning environment, students apply what they already know to what they are being taught. The best teachers teach in this way; their discussions about intelligent topics run smoothly and are filled with new knowledge. There are many discussions held in class that the class cannot participate in because they don’t watch the news or read it. A lot of young adults do not watch the news enough so are unaware about current events that are going on in the United States and other countries around the world. When watching the news, you receive vital information, something’s are major and some are small pieces of information that can help with your everyday life. I will admit that I am apart of the many young adults that don’t pay attention to the news like I should.

Learning in a schema theory or dialectic learning environment helps the mind to expand more and retain information. It helps students to think critically, solve problems, and hold intelligent conversations. This leads me to the first thing talked about in the text, wisinewski says, “If you’re ignorant of everything that is going on and you have no idea and you’re just walking around, then how can you say we need change, or we need this and that?” (wisinewski 69). I agree with this one hundred percent. Walking around not knowing about anything doesn’t contribute anything to this country. Being a critical thinker allows an intellectual to be able to hold their own point of view on things; they don’t just “hop on the bandwagon”. It is very important to have a personal point of view, or you will get walked over. People like this are considered pushovers.

Going Against the Grain: Real Women

Going against the Grain by Jacqueline Royester brought us back to slavery life for women. A statement was mentioned about former President, Thomas Jefferson, who had a distaste for slavery. From my knowledge of past literacies, I learned that even though Jefferson was said to be against slavery, he had slaves of his own. In addition, he engaged in sexual intercourse with some of his female slaves. Women had no rights, less than if they were black men, or even poor white men during that era. Elite white men created a social class for America, and black women were the lowest of the low. They were not even considered woman, as the notes state “elite white women being the “lady””.

I picture myself during those times. How would a person being of African American descent act now, having learned of slavery hundreds of years ago? I praise black women activists who during the Civil Rights Movement did not tolerate mistreatment and inequality. Rosa Parks proved she was a human just like the white men and women and refused to give up her seat. Elizabeth Cady Stanton and Susan B. Anthony created the first women’s conference at Seneca Falls, New York. Many women later stood up for all black women.

These women all define strength and endurance to me. The women in slavery who took pain and oppression, and continued to live; and women who stood up, spoke, and acted out against the evils of slavery, inequality, and segregation. I feel they all were very courageous and went through events that I do not believe I could have handled personally. Having lived through either time period is frightening and takes women who must do what she must to live. If I could, I would applaud each and every woman who lived life fighting against those wrongs.

Literacy and the Black Woman

Literacy and the Black Woman was written by Sharon M. Darling and discussed the identity of women in society and their relationship with literacy. She spoke about how the black woman is now comfortably considered to be at risk and poverty stricken. However, at the same time she is still seen as the power source in the family. Throughout this article, Darling speaks about the Black woman and her literacy from a historical oerspective. She provided proof of the importance of the literate black woman, as well as posed the question of what was to be done to resolve the issue and some programs that would help in doing so.

In the historical perspective Darling shared, she explained the nature and severity it was to become literate during the times of slavery and tremendous hardships for not only people of African descent but of the female African. Although those times were extremely difficult for the male, it was equally, if not worse, for the woman. The man was considered a "workhorse" while the woman was a "workhorse with liabilities" and those liabilities were the children she bore.

Darling expressed the need for black women literacy in the text by citing terrible percentages in society. 25% of the world's population is literate, 60% of that illiteracy rate is women and 44% of the women illiteracy rate is black women. Horrible percentages such as these vividly detail and support the fact that literacy is that extremely important in all communities.
This then leads to what should be done about the alarming illiteracy issues, and Darling suggested societies to put in place adult literacy programs and Head Start programs for the coming generations.

I found this article very compelling and important. I was intrigued by the basis of literacy related to the black woman and all the problems and issues that were negatively related to her. The text made me question, what would life be if I did not seize the opportunity of a great education and knowledge construction. My answer to this would probably lead to sheer silence and speechless.

Black Women/Black Literature

Black Women/Black Literature is an interview between Joanne Dowdy and Christina Mc Vay. Mc Vay is a white woman who is fascinated with and teaches a course on Pan-African studies. Christina loves the black oral and written language. Not only did she study the African language, but she majored in German and Russian as well.

I was very intrigued at the way she became interested in African American studies. She was socially deprived, by choice, after she was forced into a catholic boarding school. She met her best friend, who was African American, because of a common interest in not wanting to be in their situation. They both loved to read, and started reading books about Malcolm X; this began Christina’s fascination with the subject. Malcolm X would be proud to know that his book influenced a white woman to fall in love with African American literature.


It’s funny how Christina thought the black studies program was for black people only. If she had chosen to be a part of the black studies program, what type of environment would she have been in? I could actually see why she would have felt a little uncomfortable in taking class in the black studies program. The class would have been filled with a bunch of black students and she would have felt out of place. I don’t think it really would have mattered that she was a white woman in the class. The African American students probably would have commended her for that and had no problem with it. I also believe that in today’s society people would not second-guess studying something of a different culture from theirs. This society has developed and become more open-minded. There are too many mixed children walking around today to have a close mind against other races.